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An Academic Accomplishment Index For Assessing Faculty Performance
Unformatted Document Text:  7 to obtain a weight for each. These weights, then, indicate the relative position of those criteria on a continuum of low to high importance (as a measure of faculty performance). RESULTS Given the quantitative information derived from the paired comparisons judgments, the 11 criteria could be ranked in terms of which was seemed to the administrators as the most important indicator of faculty performance, next most importance and so on. These rankings are shown in Table 2. [Table 2 about here] While such rankings are useful and they show a hierarchy on importance among the various performance criteria. However, rank-order scaling provides only ordinal positions. A limitation here is that a particular criterion may, in the minds of administrators, have much greater merit that its’ nearest neighbor below in the list. And, that one may actually be viewed subjectively as having only a very small degree of greater importance compared to its next neighbor down. Thus, the intervals between criteria are not quantified and cannot be determined in a ranking array. To gain a more precise determination of actual intervals between the criteria, another step can be taken. Going back to the average z-score for each criterion, using a simple transformation, that does not change their relative positions on the continuum, the lowest in the array can be assigned a zero and the highest a score of 100. The result is a set of weights that correspond to each of the criteria in the array. The weights obtained in this manner for the 11 criteria judged by the 109 administrators are shown in Table 3: [Table 3 about here] Using this interval continuum vs the ordinal one shown in Table 2, shows that there are major differences between the weights attributed by the administrators to some of the criteria.

Authors: Adams, Jonathan.
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to obtain a weight for each. These weights, then, indicate the relative position of those criteria on
a continuum of low to high importance (as a measure of faculty performance).
RESULTS
Given the quantitative information derived from the paired comparisons judgments, the
11 criteria could be ranked in terms of which was seemed to the administrators as the most
important indicator of faculty performance, next most importance and so on. These rankings are
shown in Table 2.
[Table 2 about here]
While such rankings are useful and they show a hierarchy on importance among
the various performance criteria. However, rank-order scaling provides only ordinal positions. A
limitation here is that a particular criterion may, in the minds of administrators, have much
greater merit that its’ nearest neighbor below in the list. And, that one may actually be viewed
subjectively as having only a very small degree of greater importance compared to its next
neighbor down. Thus, the intervals between criteria are not quantified and cannot be determined
in a ranking array.
To gain a more precise determination of actual intervals between the criteria, another step
can be taken. Going back to the average z-score for each criterion, using a simple transformation,
that does not change their relative positions on the continuum, the lowest in the array can be
assigned a zero and the highest a score of 100. The result is a set of weights that correspond to
each of the criteria in the array. The weights obtained in this manner for the 11 criteria judged by
the 109 administrators are shown in Table 3:
[Table 3 about here]
Using this interval continuum vs the ordinal one shown in Table 2, shows that there are
major differences between the weights attributed by the administrators to some of the criteria.


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