Different teachers evaluate the various aspects of teaching differently. Therefore, it is (1) appropriate to weight the teaching dimensions endogenously, and (2) to account in the evaluation for exogenous background characteristics of the teacher, the course and the students. Although the literature rigorously shows that benchmarking (i.e., the comparison of performances) could be an effective tool to improve the performance of the evaluated entities (in casu, teachers), it is still a controversial issue (cf. the current debate in Portugal).
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De Witte, K. and Kortelainen, M. (2008), Blaming the exogenous environment? Conditional efficiency estimation with continuous and discrete environmental variables. CES Discussion Paper Series DPS 08.33; MPRA Paper 14034.
De Witte, K. and Rogge, N. (2009), Accounting for exogenous influences in performance evaluations of teachers. Economics of Education Review. In Press.
De Witte, K. and Rogge, N. (2010), To publish or not to publish? On the aggregation and drivers of research performance. Scientometrics 85 (3), 657-680.
De Witte, K. and Rogge, N. (2010), Evaluatie van onderzoeksprestaties (Evaluation of research performance). Economisch Statistische Berichten 95 (4581), 170-173.