ABSTRACT
Are you overjoyed to know this is the last chapter, the finale, the coda? Me, too. The preceding eight chapters should have helped you to generate several scales to measure teaching effectiveness or whatever you decided to measure. After all of the field testing and analyses, I heard that you took an Alaskan cruise and almost served yourself as lunch for a grizzly in Denali Park (also known to most tourists as the “Grand Canyon”). I warned you. Instead, you should have actually administered the scales using the paper-based or online procedures described in chapter 6. The final stage is tabulating the results and assembling them into appropriate report formats so that the decision makers can work their magic. Those decision makers are the instructor and the administrator who evaluates that instructor. According to my calculations, rounding to eight decimal places, and by the process of elimination, one of those is YOU. Don't mess with me; I have a cordless mouse, and I know how to use it. There are a variety of scale reports that can be produced with a few examples in appendix C. This chapter will cover the following remaining topics: (1) generic levels of score reporting, (2) criterion-referenced versus norm-referenced score interpretations, and (3) formative, summative, and program decisions.
