LEARNING &TEACHING
EVALUATION
Marina Ruiz de Villegas del Coso Grupo 1 10887 - Investigació i Innovació Educativa
QUALITY ASSURANCE SYSTEMS
INTRODUCTION
AccordingtotheOECD (OrganisationforEconomic Co-
operationandDevelopment)andIMHE (In...
QUALITY ASSURANCE
QUALITY TEACHING INITIATIVES:
(theretwomainapproaches)
Thetop-downapproach, thosequalityteachinginitiati...
QUALITYTEACHING EVALUATION
 Theevaluationofqualityteachingisoftenchallenged in reality,
althoughaccepted.
 Thedemonstrat...
CONCEPTUAL MAP OFTEACHER EVALUATION
EVALUATION
 THERE ARE TWO GENERAL TYPES OF EVALUATION BASED ON
THEIR TIMING (FORMATIVE AND SUMMATIVE EVALUATION)
o FORMAT...
WHY?
COURSE, UNIT ANDTEACHING EVALUATION
 WHY TO EVALUATE?
IN TERMS OF STUDENT PARTICIPATION AND ACHIEVEMENTS
1. TO CRITI...
WHAT?
COURSE, UNIT ANDTEACHING EVALUATION
 WHAT TO EVALUATE?
DEFINING THE PURPOSE WILL DETERMINE THE FOCUS OF YOUR
EVALUA...
WHEN?
COURSE, UNIT ANDTEACHING EVALUATION
 WHEN TO EVALUATE?
DECISIONS ON WHEN TO FORMALLY EVALUATE A UNIT DEPENS ON
NUME...
TEACHING UNIT EVALUATION
 THE UNIT ADDRESSED THE LEARNING OUTCOMES
STATED IN THE UNIT OUTLINE (LIST OF “LEARNING
OUTCOMES...
TEACHING UNIT EVALUATION
 SUBMITTED WORK WAS RETURNED TO ME
IN A REASONABLE TIME FRAME
 THE UNIT STIMULED MY INTEREST IN...
TEACHING EVALUATION
 HE WAS WELL ORGANISED (arriveson
time, has lecture notes/
handouts/materials,
overheadpresentations,...
TEACHING EVALUATION
 HE GAVE HELPFUL FEEDBACK ON MY PROGRESS,
aboutyourassessmentworkandclasscontributions, writtenor
ver...
TEACHING EVALUATION
 HE TREATED STUDENTS WITH RESPECT,
theyspeakandwritepolitelyandkindlytostudents, they listen
attentiv...
TEACHING EVALUATION
 HE ASSISTED ME IN GAINING A GOOD UNDERSTANDING OF THE
SUBJECT MATTER, are abletohelpstudentsseethewa...
TEACHING EVALUATION
 YOU HAD REASONABLE OPPORTUNITY FOR INTERACTION WITH
THE TEACHER, can also mean emailingthem,
orother...
IMPLICATIONSOF INSTITUTIONAL
AGENTS
CONCLUSIONS
 QUALITY TEACHING INITIATIVES PROVIDE AN OCCASION FOR TEACHERS TO THINK ABOUT THEIR OWN ROLE IN THE
ENHANCEME...
LEARNING &TEACHING
EVALUATION
BEFORE
Upcoming SlideShare
Loading in...5
×

Teaching & learning

267

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
267
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Teaching & learning

  1. 1. LEARNING &TEACHING EVALUATION Marina Ruiz de Villegas del Coso Grupo 1 10887 - Investigació i Innovació Educativa
  2. 2. QUALITY ASSURANCE SYSTEMS INTRODUCTION AccordingtotheOECD (OrganisationforEconomic Co- operationandDevelopment)andIMHE (Institutional Management in HigherEducation), overthelastfifteenyears more than 60 countrieshaveestablishedtheirownnationalqualityassurancesystemsf oreducation(El-Khawas, 2001) As a result, thereisanincrease in publicassessments andinternationalcomparisonsofeducationinstitutions. Evaluationmechanismgoodteachingpractices. (outcomesindicators)
  3. 3. QUALITY ASSURANCE QUALITY TEACHING INITIATIVES: (theretwomainapproaches) Thetop-downapproach, thosequalityteachinginitiativestaken by theinstitutioncollectivelyanddeterminated by itsleadership. Andthebottom-up approach, thosequalityteachinginitiativestaken by theteachers. The concrete mechanismsusedtoputthemintopractice, heavilydependonthecircumstancesofeachinstitutions http://www.oecd.org/edu/imhe/qualityteaching
  4. 4. QUALITYTEACHING EVALUATION  Theevaluationofqualityteachingisoftenchallenged in reality, althoughaccepted.  Thedemonstrationofthe casual link, betweenteachingandlearning, remainschallengingformostinstitutions.  Itisdifficulttoisolatetherightfactorsthatmostaffectlearningoutcomes. In theabsenceofappropiateevaluationtools, someinstitutionshavebeenimaginative.  Anincreasingnumberofinstitutions are convincedthattheywillmakequalityteachingprogress by combiningprofessionalorientationsandresearch.
  5. 5. CONCEPTUAL MAP OFTEACHER EVALUATION
  6. 6. EVALUATION  THERE ARE TWO GENERAL TYPES OF EVALUATION BASED ON THEIR TIMING (FORMATIVE AND SUMMATIVE EVALUATION) o FORMATIVE, DURING THE COURSE OF TEACHING, ALLOWS ADJUSTMENTS ACCORDINGLY. o SUMMATIVE, AT THE COMPLETION OF THE UNIT, LARGELY FOR JUDGMENTS, AIMS AND OBJECTIVES ACHIEVED AND STANDARDS REACHED FINDINGS INFORM ABOUT QUALITY IMPROVEMENTS FOR THE NEXT TEACHING PERIOD.
  7. 7. WHY? COURSE, UNIT ANDTEACHING EVALUATION  WHY TO EVALUATE? IN TERMS OF STUDENT PARTICIPATION AND ACHIEVEMENTS 1. TO CRITICALLY REFLECT ON ACTIVITIES 2. TO JUDGE THE QUALITY OF METHODOLOGY 3. TO SEEK QUALITY IMPROVEMENTS 4. UNIT EVALUATION IS ONE IMPORTANT COMPONENT OF THE TEACHING QUALITY ASSURANCE SYSTEM
  8. 8. WHAT? COURSE, UNIT ANDTEACHING EVALUATION  WHAT TO EVALUATE? DEFINING THE PURPOSE WILL DETERMINE THE FOCUS OF YOUR EVALUATION, WHICH MIGHT INCLUDE: 1. THE IMPACT OF ONES’ TEACHING 2. THE EFFECTIVENESS OF COURSE DESIGN, INCLUDING ITS CONTENT AND ASSESSMENT METHODS 3. ADEQUACY OF STUDENT SUPPORT (ACADEMIC, TECHNICAL, ADMINISTRATIVE) 4. COURSE DELIVERY MATTERS (e.g. Withrespecttowebdelivery)
  9. 9. WHEN? COURSE, UNIT ANDTEACHING EVALUATION  WHEN TO EVALUATE? DECISIONS ON WHEN TO FORMALLY EVALUATE A UNIT DEPENS ON NUMEROUS FACTORS: 1. TO EVALUATE A UNIT OFFERED FOR THE FIRST TIME 2. THE LAST TIME THE UNIT WAS REVIEWED 3. HIGH SCHOOL, STATE AND SCHEDULE REQUIREMENTS (CURRICULUM) 4. THE PURPOSE OF THE EVALUATION
  10. 10. TEACHING UNIT EVALUATION  THE UNIT ADDRESSED THE LEARNING OUTCOMES STATED IN THE UNIT OUTLINE (LIST OF “LEARNING OUTCOMES” AND THE CHANCE TO DEMONSTRATE TO YOUR TEACHER)  THE CRITERIA FOR EACH ASSESSMENT COMPONENT WERE CLEARLY IDENTIFIED (STATEMENTS)  THE WORKLOAD IN THIS UNIT WAS APPROPIATE  THERE WAS REASONABLE OPPORTUNITY FOR INTERACTION WITH TEACHING STAFF  I WAS GIVEN USEFUL FEEDBACK ON MY ASSESSMENT WORK (HELPFUL COMMENTS OR ADVICES FROM YOUR TEACHERS. WHAT YOU HAVE DONE WELL, OR WHAT YOU NEED TO IMPROVE ON)
  11. 11. TEACHING UNIT EVALUATION  SUBMITTED WORK WAS RETURNED TO ME IN A REASONABLE TIME FRAME  THE UNIT STIMULED MY INTEREST IN THE SUBJECT  I GAINED A GOOD UNDERSTANDING OF THE SUBJECT MATTER  I ENHANCED MY COMPETENCIES IN THIS UNIT  THE UNIT WAS WELL TAUGHT
  12. 12. TEACHING EVALUATION  HE WAS WELL ORGANISED (arriveson time, has lecture notes/ handouts/materials, overheadpresentations, a goodunderstandingofthings he has to do, likesequencyor dates)  HE MADE THE SUBJECT MATTER INTERESTING (use goodexamples, adequationofthesubjectmattertothelev els, enthusiastic, set challengingandrewardingassessmenttas ks, use effectiveresourcesandteachingstategies such as discussionorsmallgroupwork)
  13. 13. TEACHING EVALUATION  HE GAVE HELPFUL FEEDBACK ON MY PROGRESS, aboutyourassessmentworkandclasscontributions, writtenor verbal, at different times, onyourcompletedassessmentor in theprocessofbeingcompleted, orduringtheclass time, e.g. Comment about how yourcontributionstoclassdiscussionhaveimprovedduringtheunit, or even writeaboutyourprogress in an email toyou) In fact, isWhatyou are doingwell,whatyou mean with “helpfull feedback” orWhatyouneedtoimproveonthatis even more important.
  14. 14. TEACHING EVALUATION  HE TREATED STUDENTS WITH RESPECT, theyspeakandwritepolitelyandkindlytostudents, they listen attentivelywhenstudentsspeaktothem, theyalwaysvaluethecontributionsthatstudentsmake in class, andtheytryto be helpfultostudents.  HE KNEW THE SUBJECT MATTER WELL, isusuallyabletoanswerstudents’ questionsconfidently.  HE COMMUNICATED ENTHUSIASM FOR THE SUBJECT MATTER, theyhavetheabilitytomakestudentsfeelexcitedandinteresting in thesubject.
  15. 15. TEACHING EVALUATION  HE ASSISTED ME IN GAINING A GOOD UNDERSTANDING OF THE SUBJECT MATTER, are abletohelpstudentsseetheways in whichdifferentpartsofthesubject are linkedorconnected. Theyalsohelpstudentsfeelconfidentabouttheirknowledgeofsubje ctmatter.  HE WAS GOOD AT EXPLAINING THE SUBJECT MATTER, are abletohelpstudentsunderstandcomplexanddifficultinformation., toexplainthingsclearlyandsimply.
  16. 16. TEACHING EVALUATION  YOU HAD REASONABLE OPPORTUNITY FOR INTERACTION WITH THE TEACHER, can also mean emailingthem, orotherwiseinteractingwiththem in an online environment, e.g. Moodle, blogging, chatting, networking… In fact, ifyouhad fair andacceptableopportunitiestospeakwiththoughouttheunit.  HE MOTIVATED ME TO LEARN, thathelpsyoufeelexcitedandinterested in yourwork, andtheyencourageyouto do well.
  17. 17. IMPLICATIONSOF INSTITUTIONAL AGENTS
  18. 18. CONCLUSIONS  QUALITY TEACHING INITIATIVES PROVIDE AN OCCASION FOR TEACHERS TO THINK ABOUT THEIR OWN ROLE IN THE ENHANCEMENT OF QUALITY: THESE INITIATIVES HELP THEM TO TEACH BETTER.  GAINING TEACHERS’ COMMITMENT TO REFLECTIVE PRACTICE AND CONSEQUENTIAL ADAPTATION IS VITAL.  TECHNOLOGY-BASED TEACHING (E.G. E-LEARNING PLATFORM), INTRANETS AND DISCUSSION FORUMS ARE PEDAGOGICAL TOOLS THAT CAN IMPROVE STUDENT-TO-TEACHER INTERACTION AND ASSESS STUDENT PROGRESS.  COLLABORATION WITH THE QUALITY UNITS IN THE DESIGN AND IMPLEMENTATION OF CURRICULA CAN BE A GOOD STARTING POINT  THE DEFINITION OF QUALITY TEACHING IS RELATED TO EACH TEACHER’S VALUES, APTITUDES AND ATTITUDES: TEACHING IS A DYNAMIC ACTIVITY, WHICH HAS STRONGLY SUBJECTIVE ASPECTS THAT DEPEND ON PERSONAL AND COLLECTIVE PHILOSOPHY AND VALUES.  TEACHERS’ CAREER PROGRESSION MAY BE INFLUENCED BY THE FACT THAT QUALITY TEACHING ISSUES ARE GAINED IMPORTANCE, AND INSTITUTIONS ARE SEEKING WAYS OF REWARDING TEACHERS WHO ARE COMMITED TO QUALITY TEACHING.  THE EXPECTATION IS THAT TEACHERS ENGAGING IN REFLECTIVE PRACTICE, STUDYING THEIR OWN METHODS OF INSTRUCTION AND ASSESSMENT, AND SHARING THEIR EXPERIENCE WITH THEIR PEERS IN SCHOOLS, BECOMES REGULAR A ROUTINE PART OF PROFESSIONAL LIFE.
  19. 19. LEARNING &TEACHING EVALUATION BEFORE
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×