Peer Evaluation 0405
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  • 1. Peer Evaluation … How to Join the USU Extension Witness Protection Program Dr Dallas L. Holmes Continuing Education ECEA Faculty Workshop, Roosevelt, Utah April 15, 2005
  • 2. It’s all about Feeling Good and teaching excellence!
  • 3. So Doc, What Have You Learned in Your 33 Years With Extension ? Sage Words of Advice or the possibilities of surviving in a T&P frenzy!
  • 4. Nothing increases your golf score like a witness! SCORE CARD
  • 5. You must learn from the mistakes of others. You cannot possibly live long enough to make them all yourself. - Sam Levenson
  • 6. Instruction Can Be Improved Through Evaluative Feedback
  • 7. The Very Thoughts of Colleagues as Peer Evaluators Arrive!
  • 8. Peer Evaluation Should Not be a Disruptive Experience in the Classroom
  • 9. Before you criticize someone, you should walk a mile in their shoes. That way, when you criticize them, you are a mile away from them and you have their shoes . Peer Evaluator Rule #1
  • 10. Consistency and Comparability is Enhanced When the Peer Evaluator Uses the Approved Extension Evaluation Tool
  • 11. USU Extension Peer Evaluation Form – “The Plan”
    • Part I - PEER EVALUATION FORM FOR
    • CONTINUING EDUCATION CREDIT COURSES
    • Instructor
    • Date of Visit
    • Program Title
    • Length of Time of Visit Peer Evaluator
  • 12. USU Extension Peer Evaluation Form – “The Plan”
    • Part II – REVIEW OF INSTRUCTIONAL MATERIALS (some of the following may not be used).
    • Marketing Materials
    • Instructional or Course Outline
    • Instructional Materials
    • Evaluation Procedures
    • Probable Impacts
  • 13. USU Extension Peer Evaluation Form – “The Plan”
    • Part III - COMMENDATIONS:
    • Suggestions for Improvement:
    • Signature of Evaluator
    • Build Your T&P File with the Evaluation
  • 14. Consider the importance of instructional feedback by looking at life through the windshield, not the rear-view mirror. - Byrd Baggett
  • 15. You’ve got to be willing to give up good to get great - Kenny Rogers
  • 16. Consider Your Value in the Marketplace of Students/Peers
  • 17. Review Instructional Materials
  • 18. Organization of Subject
    • Was the format appropriate?
    • Were objectives shared with learners?
    • Did the instructor get the attention of learners early?
    • If so, how?
  • 19. Did the Instructor Demonstrate Instructional Mastery?
  • 20. Peer Evaluators and Those Evaluated Must Realize That One Time Evaluations, Although Seemingly Efficient May Not Tell the Whole Story
  • 21. When Appropriate, Review the Marketing Materials for the Course Being Evaluated
  • 22. Review the Instructional Course Outline… A Reality Check!
  • 23. Evaluation Procedure… The Evaluator May Use an Analytic/Synthetic Approach
  • 24. Did the Instructor…
    •   Discuss points of view other than their own .
    • Contrast implications of various theories.
    •   Discuss recent developments in the field .
    • Present origins of ideas and concepts .
    • Give references for more interesting and involved points .
    • Present facts and concepts and related fields .
    • Emphasize conceptual understanding .
  • 25. On Any Given Day Evaluators Must Realize that the Presentation May Not Go As Planned
  • 26. Did the instructor…
    •    8. Explain clearly .
    • 9. Seem well prepared .
    •   10. Give lectures that are easy to take notes in .
    •   11. Show care and precision in answering questions.
    •   12. Summarize major points .
    • 13. State objectives for each class session .
    •   14. Identify what they consider important .
  • 27. Instructor-Group Interaction
    •   15. Encourage class discussion 
    • 16. Invite students to share their knowledge and experiences 
    • 17. Clarify thinking by identifying reasons for questions 
    • 18. Invite criticism of their own ideas 
    • 19. Know if the class is understanding them or not 
    • 20. Know when students are bored or confused 
    • 21. Have interest and concern in the quality of their teaching
    •   22. Have students apply concepts to
    • demonstrate understanding
  • 28. Good Instructors Pay Close Attention to the Needs of Their Students
  • 29. Instructor-Individual Student Interaction
    • 23. Have a genuine interest in students. 
    • 24. Are friendly toward students. 
    • 25. Relate to students as individuals. 
    • 26. Recognize and greet students out of class. 
    • 27. Are accessible to students out of class. 
    • 28. Are valued for advice not directly related to the course. 
    • 29. Respect students as persons.
  • 30. Dynamism/Enthusiasm
    • 30. Are dynamic and energetic persons.
    • 31. Have an interesting style of presentation.
    • 32. Seem to enjoy teaching.
    • 33. Are enthusiastic about their subject.
    • 34. Seem to have self-confidence. 
    • 35. Vary the speed and tone of their voice. 
    • Have a sense of humor.
    • Milton Hildebrand, Robert C. Wilson, Evelyn R. Dienst (l971) Evaluating University Teaching , Center for Research and Development in Higher Education, University of California, Berkeley.
  • 31. So What is the Probable Impact of This Course Upon the Lives of the Students Enrolled? The so what question …
  • 32. Was relevance demonstrated?
    • Did instructor link content with application? Did the instructor develop a conclusion?
    • Were stated objectives met?
    • Did instructor encourage student responsibility for further learning?
  • 33. Comments and Instructor Dialogue
  • 34. Evaluation can be Daunting to Those Being Evaluated Peer Evaluation Review
  • 35. Evaluators Must Realize That There Are Inherent Instructional Style Differences
  • 36. If It At First You Don’t Succeed, Redefine Success… Or At Least Consider Another Opinion
  • 37. Faculty Response to the Evaluation… How Do I Document this Evaluation Experience?
  • 38. Documentation & Citation Standards
    • T&P Binder
    • Use committee members for this process.
    • Obtain 2-3 Peer review teaching evaluations annually.
    • Use the format suggested in the teaching format from the T&P manual when being evaluated by a reviewer.
    • Include the Peer Evaluation Visit forms for each evaluation.
      • typed (not handwritten) and signed by the evaluator.
    • Make sure the review is held when you are teaching your clientele, not when you are teaching one another.
    • Place these in section F of the T&P binder
    • A list of those who have conducted reviews should be included as part of this section. Prepare a list of peer evaluators.
  • 39. Citation Standard
    • Citation standard
    • Holmes, D. L. (2001). Report of peer evaluation for Dr. (faculty) teaching Integrated Life Science 1350, an evening course taught at the Roosevelt Center.
    • Bills, B. D. (2002). Report of peer evaluation for Dr. (faculty) teaching Integrated Life Science 1350, and evening course taught at the Roosevelt Center.
  • 40. Well There You have it… Peer Evaluation 101 You can now pick up your “witness protection program ID card” from any CE Executive Director!