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Peer Evaluation 0405


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Peer Evaluation 0405

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