This article examines the interplay between assessment for improvement of teaching (formative evaluation) and assessment as quality assurance (summative evaluation) in higher education, taking into account current policy contexts such as post tenure review. Using Scriven's fallacies in evaluation as a framework, it analyzes claims for the merits of formative evaluation emanating from individuals from the Peer Review of Teaching consortium. It concludes with a discussion of the impact that misunderstandings of formative-summative connections may have on genuine teaching improvement and on public perceptions regarding teaching quality.
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