Because there are many dimensions to pedagogical work, it is best to use multiple measures involving multiple sources of data to evaluate the range of instructional activities, which can include the following:.
While this list includes best practices for using student ratings, it also offers suggestions for ensuring that student ratings are not the only source of evidence used to assess instructional effectiveness, an approach consistent with research. In addition, detailed resources are available on the topics of student ratings of instruction , peer review of teaching , course portfolios , and teaching portfolios. To set up an appointment with a CRLT consultant to discuss teaching evaluation methods, complete our consultation request form.
It also details specific schedules for evaluating different types of teachers, such as first year faculty, non-tenured, and tenured see p. Evaluation and report templates are found in the appendices. Methods include student feedback, self evaluation, peer observation, viewing a videotape of your teaching, and consultation with a CRLT staff member. To ensure that the evaluation system adopted is credible and acceptable, faculty members must have a strong hand in its development.
Typically departments have created a list of guiding questions that align with their values and the TQF assessement rubric , from which faculty can select the most relevant to their own practices. While a teaching statement is required for reappointment, tenure, and promotion dossiers, typically there is very little guidance on what should be included in these statements.
Several departments are developing such guidance. As departments explore better ways for incorporating student voice, many have begun working on guidelines for conducting classroom interviews. The confidential feedback from this formative process is then shared back with the instructor. As departments explore better ways for incorporating student voice, several have considered student letters because while many departments solicit letters from current and past students to include in a dossier for reappointment, promotion, and tenure, these solicitations often do not include guidelines to students on what to include in their letters or how to write their letters.
Noting that the expectation is not that students would write about every suggestion but rather pick from among the suggestions those that are most relevant to their experiences. While materials produced by departments are aligned with the overall rubric, departments are also developing compact representations, or summaries of the multiple data sources into a a single form that can be used as an assessment rubric.
American Association for the Advancement of Science. Brinko, K. The practice of giving feedback to improve teaching: What is effective? The Journal of Higher Education 64 5 : Corbo, J. Framework for transforming departmental culture to support educational innovation.
Physical Review Physics Education Research, 12 1 , Wainwright, C. Development of instruments for assessment of instructional practices in standards-based teaching. Journal of Mathematics and Science: Collaborative Explorations, 6 1 ,
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