Introduction to the evaluation of teaching and learning
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This document discusses the evaluation of teaching. It argues that evaluating teaching is important for several reasons: to improve teaching and learning experiences, engage in professional development, and provide data to benchmark quality. Effective evaluation of teaching involves collecting data from multiple sources, including student ratings, peer reviews, administrator observations, self-ratings, and literature. The benefits of evaluation include improving teaching practices and the learning environment. The evaluation process should be valid, reliable, and indicate directions for improvement. Rather than relying on a single method, evaluations are best done by obtaining feedback from students, colleagues, literature, and self-reflection.
Introduction to the evaluation of teaching and learning
- 1. EVALUATION OF TEACHING By ANNE OLSEN http://therealsingapore.com/sites/default/files/field/image/teacher-evaluation-feature.jpg
- 2. Food for thought • Why do we teach? • How do we know we are teaching well? • Is our students’ success our success?
- 3. http://drapestakes.blogspot.com/2007/12/electronic-devices-in-schools-please.html
- 4. Why evaluate? Teaching and Learning Policy: “Encourage and enable staff and students to take co-responsibility for the quality of the learning experience provided.”
- 5. And the purpose? To create and sustain a responsive learning environment conducive to excellence in teaching and learning and fostering holistic student success
- 6. It’s a process Evaluating one’s teaching encourage academics to engage in a process which has become known as reflective practice, which entails using one’s experience as an opportunity to consider both one’s teaching philosophy and practice Hammersley-Fletcher, L & Orsmond, P. (2005), “Reflecting on reflective practices within peer observation. In. Studies in Higher Education Vol 3, No. 2, April 2005 pp. 213-224
- 8. What does the research say? • a prerequisite to improving teaching is having an effective way to evaluate it • a valid evaluation of teaching is based on a portfolio containing assessment data from multiple sources – ratings from students – peers – administrators – self-ratings Brent, R & Felder, M. (2004) A Protocol for Peer Review of Teaching. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition. Available online: http://www.lmu.edu/Assets/Centers+$!2b+Institutes/Center+for+Teaching+Excellence/Brent+Felder+Protocol.pdf reflect on every aspect of teaching, including course design, classroom instruction, assessment of learning, advising and mentoring
- 9. A successful evaluation: • Valid • Reliable • Indicates directions and actions for improvement Which teaching practices are more effective than others in a specific context? • Responsibility for each individual academic
- 10. The benefits? • Improves the teaching and learning experiences for students and academics • Engagement in a scholarly review of teaching • Promotes professional development through professional conversations • Provides the individual student with an opportunity to offer constructive criticism to his/her lecturer • Provides the student body with a voice in developing and maintaining an effective lecturing and curriculum • Provides the individual academic with data that may be used in support of his/her considerations for promotion • Provides data to benchmark teaching and learning quality within and beyond the NMMU; • Provides data that may assist in making curricula decisions • Provide evidence that academics can use as indicators of teaching performance
- 11. Brookfield’s 4 lenseshttp://edtechsally.blogspot.com/2011/05/message-in-online-bottle.html Some Sources of Data for Evaluating Teaching and Courses: • Self-Reflection • Students • Colleagues • Literature
- 13. Student feedback • Student feedback questionnaire • Small Group Instructional Diagnosis (SGID) • 1 minute papers
- 14. http://users.ox.ac.uk/~exet2581/teach/teach.html Valuable but subjective Inspiring I can ask questions in class Makes me want to work by myself
- 15. Peer / teaching observation Sullivan et al. BMC Medical Education 2012 12:26 doi:10.1186/1472-6920-12-26 Download authors' original image It is good practice for peer evaluation to be a planned and structured process, involving these separate stages:
- 17. Which one? • Why only pick one? • Consider: – obtaining student feedback – conducting a SGID and other focus group/interviewing techniques – setting up a peer review – reqiesting teaching observations – finding literature on teaching and learning – deciding how to respond to feedback you have received building a portfolio
Editor's Notes
- #14: . SGID is a whole class interviewing technique designed to gather consensus-based student data that enables lecturers to make informed decisions about teaching and courses.SGID’s are done in small groups and facilitated by someone other than the lecturer. When the groups report back to the whole class, the facilitator has the opportunity to delve more deeply into important issues that are raised. It is a very effective method of eliciting data, which focuses on areas of specific concern to a lecturer.