There are five basic sources of information that teachers can use to evaluate their teaching. Evaluating teacher’s own teaching
Explain the top ten requirements Good teaching: The top ten requirements
The purpose of this web page is to provide faculty with ideas and tools for gathering and interpreting these data. The table below links you to materials appropriate for the type of feedback you'd like to have. It provides ideas for getting three different kinds of feedback (informal prose, surveys, and oral feedback) from two external sources (peers and students) and one internal source, yourself. Gathering Feedback on Teaching and Learning
Neil Fleming's 10 Evaluation Questions Neil Fleming's 10 Evaluation Questions
Quality Assurance Explanation, Course Assessment & so on "Tony Bastick's Complete Paper 'In-Course Optimization of Teaching Quality'
This article briefly reports an alternative system for assessing quality teaching in tertiary institutions and focuses on the student feedback part of system. "In-Course Optimization of Teaching Quality" Presentation
Much more effective are fast feedback activities that take place during the semester. Informal sampling of students' comprehension of the subject matter will enable you to gauge how and what students are learning. And informal requests for constructive criticism will help you identify which teaching methods best contribute to your students' understanding of the material. There are few strategies. Fast Feedback
This page provides perspectives on who evaluates teaching through portfolios and how. Evaluating Teaching Through Portfolios
In the last ten years the evaluation of teaching has become a widely accepted practice in higher education, but methods vary widely from school to school and from department to department. Recent national interest in the quality of teaching in higher education has spawned a movement to include teaching effectiveness in the criteria for promotion and tenure decisions, even in some research universities. Evaluation of Teaching
The ideas described in this essay came out of deliberations at my university which has required student evaluations of all courses for several years. This succeeded in giving administrators a numerical basis for assessing the teaching activities of the faculty in annual performance evaluations. But many professors were bothered by the idea of having their teaching measured by one number or a set of numbers from student questionnaires. Eventually pressure built up to find a better solution to the problem. Improving the Evaluation of College Teaching
I will offer a basic definition of evaluation, state a few reasons why one should invest time and effort into evaluation, describe five techniques for evaluation, and identify resources for helping us evaluate and improve our teaching. Evaluating Your Own Teaching
After studying the problem at length, the committee eventually came to the conclusion that better evaluation would require two fundamental adjustments. The first was to establish the capability of examining multiple dimensions of teaching, something more than just what the teacher does in the classroom. The second was to deal with the need for multiple sources of information, something more than an exclusive reliance on student evaluations of teachers. The Evaluation of College Teaching
Do you know how to systematically evaluate your own teaching, in order to find out what is good about your teaching and what kind of improvements you need to make? Evaluating Your Own Teaching
Don't abandon an innovation if it does not work well the first time. You may need to learn what to do to make the innovation work right, before you see the desired advantages. If it doesn't work after three honest tries, then it may be fair to conclude that "it doesn't work for you." But give it at least three tries before you reach that conclusion. Assessing New Practices
Teaching is "the business of the business--the activity that is central to all colleges and universities" (Pew Higher Education Research Program 1989, p. 1). But teaching is not always taken seriously and too often is relegated to a position below that of other professional activities. Collaborative Peer Review: The Role of Faculty in Improving College Teaching
Your peers can significantly influence your academic performance, either positively or negatively. Making Effective Use of Peers
A memo from the Provost appears in all faculty mailboxes one morning, announcing that from now on every candidate for tenure and promotion must submit a teaching portfolio along with the usual research documentation. If You've Got It, Flaunt It: Uses And Abuses of Teaching Portfolios
Something (maybe the only thing) that most university administrators and educational reformers agree on is that the teaching evaluation methods used on their campuses leave a lot to be desired. The administrators often use inadequacies in the usual procedure (tabulating course-end student ratings) to justify the low weighting generally given to teaching in tenure and promotion decisions. It Takes One To Know One
Sooner or later, the conversation at the committee meeting or in the faculty lounge turns to student ratings of instructors. It's a sure bet that within six seconds, someone will announce that ratings are meaningless - students don't know enough to evaluate the quality of their instruction. What Do They Know, Anyway?
I tried to persuade you that contrary to conventional faculty lounge wisdom, student evaluations provide reliable indicators of teaching quality: they correlate well with retrospective evaluations submitted by graduating seniors and alumni and tend to be higher for instructors whose students do best on common examinations. What Do They Know, Anyway? Making Evaluations Effective
The process of peer observation involves faculty peers that review an instructor's performance through classroom observation and examination of instructional materials and course design. Observations of classroom behavior are intended for reviewing the teaching process and its possible relationship to learning. Preparing For Peer Observation, A Guide Book
This checklist is intended to help both who are being observed and those who are observing. The focus is on the mechanics of the classroom interaction, not on the content of the course. Observation Checklist
The process of peer observation involves faculty peers that review an instructor's performance through classroom observation and examination of instructional materials and course design. Observations of classroom behavior are intended for reviewing the teaching process and its possible relationship to learning.
This checklist is intended to help both who are being observed and those who are observing. The focus is on the mechanics of the classroom interaction, not on the content of the course.