Evaluating your own teaching by dr[1]. shadia yousef banjar.pptx


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Evaluating your own teaching by dr[1]. shadia yousef banjar.pptx

  1. 1. LANE 462 Evaluating Your Own Teaching By: http://SBANJAR.kau.edu.sa/ Dr. Shadia Yousef Banjar http://wwwdrshadiabanjar.blogspot.com 7/25/2010 Dr. Shadia Yousef Banjar 1
  2. 2. A Definition of "Evaluation" •Doing good evaluation is like doing good research. In both cases, you are trying to answer some important questions about an important topic. •The key to doing both activities well is: (a) identifying the right questions to ask and (b) figuring out how to answer them. 7/25/2010 Dr. Shadia Yousef Banjar 2
  3. 3. WHAT ARE THE KEY QUESTIONS IN THE EVALUATION OF TEACHING? Basically they are: 1. "How well am I teaching? 2. Which aspects of my teaching are good and which need to be improved?“ The first question attempts to provide a global assessment, while the second is analytical and diagnostic in character. 7/25/2010 Dr. Shadia Yousef Banjar 3
  4. 4. Why Evaluate? •Teachers should evaluate their teaching for two reasons: •to document the quality of one’s teaching to others in a portfolio. •to perform a better job and to have a more enjoyable experience. 7/25/2010 Dr. Shadia Yousef Banjar 4
  5. 5. THE EFFECT OF EVALUATION ON OUR TEACHING 7/25/2010 Dr. Shadia Yousef Banjar 5
  6. 6. How to Evaluate? There are five basic sources of information that teachers can use to evaluate their teaching. All evaluation efforts use one or more of these basic sources. Each of these five sources has a unique value as well as an inherent limitation. 7/25/2010 Dr. Shadia Yousef Banjar 6
  7. 7. These five sources of information are: 1. self-monitoring, 2. audio-tape/video-tape, 3. information from students, 4. students’ test results, and 5. outside observers. 7/25/2010 Dr. Shadia Yousef Banjar 7
  8. 8. Techniques Unique Value and Appropriate Response to Recommended Limitations Limitations Frequency 1. Self-monitoring Each of The five sources of Audio-tape/video-tape 2. information has its unique 3. Information from students a. Questionnaires value, (1) Beginning of year (2) Mid-year recommended (3) End-of-year b. Interviews frequency, 4. Students' test results limitation, and appropriate 5. Outside observers a. Fellow faculty member response to b. Admin./Senior Fac. Member that limitation. c. OU Instruc. Devel. Prog. 7/25/2010 Dr. Shadia Yousef Banjar 8
  9. 9. Self-monitoring Self-monitoring is what people do semi-automatically and semi-consciously whenever they teach. Most of their mental activity is concerned with making the presentation or leading the discussion. But one portion of their mental attention is concerned with: a. "How is it going?“ b. "Are they with me?" c. "Am I losing them?“ d. "Are they interested or bored?" 7/25/2010 Dr. Shadia Yousef Banjar 9
  10. 10. Self-monitoring • Unique Value a. The first value is immediate and constant attention concerned with “How is it going?”, “Are they with me”, “Are they interested or bored”, etc. b. A second value is created by the teacher by looking at the situation and say “This is what is happening” • Frequency This does and should happen all the time. We may only take a mental pause every few minutes to size up the situation. But by comparison with the other sources of information this takes place continuously. • Limitation Personal judgment may lack complete objectivity • Appropriate Response To turn to an objective source of information without subjective bias. 7/25/2010 Dr. Shadia Yousef Banjar 10
  11. 11. Audio-tape/video-tape •Special value Putting a video or audio recorder gives the teacher a totally objective information: what she said, how much time she spent in a topic, and how often she moved around. •Frequency. an audio recording is preferably twice in each semester course. This gives a chance to see if any speech problems are there, the second recording is to check if they are under control. Video recordings are probably useful once every year or two. •Limitation Despite that the audio/video tape shows the actual behavior, it does not show the effect of that behavior on students •Appropriate Response To get a source of information that shows the effect of behavior (i.e. the students themselves) 7/25/2010 Dr. Shadia Yousef Banjar 11
  12. 12. Information from students •Special value: The student is the best person to judge whether the teaching is exciting or dull. The teacher can get the student opinion through two ways: questionnaires & interviews a. questionnaires include students characteristics (e.g. major, GPA, reasons for taking the course), students characteristics of the teaching (e.g. clear, organized, interesting), amount learned, overall assessment of the course and/or the teacher. Special value is in obtaining responses of the whole class The limitation is that they can only ask a question once. b. interviews either by the teacher or an outside person Special value is in identifying unanticipated strengths & weaknesses, probing and following-up on topics that need clarification. The limitation is that they can be used only with a sub-set of the class, not the whole class. •General limitations is that students may have negative feelings about women, for example, or people who are ethically different from themselves. Also, the students can address what is taught but not what might be taught •Appropriate Response To seek for the information from someone with a professional understanding of the possibilities of good teaching. 7/25/2010 Dr. Shadia Yousef Banjar 12
  13. 13. Students’ test results •Special value Tests results assess the quality of student learning and, accordingly, assess the quality of teaching. •Frequency. Weekly or even daily feedback is much more effective to know whether students are learning what they need to learn as the course goes along considering that not all tests need to be graded and recorded! •Limitation The students may have low or good grade, but not because the teacher was bad or good. •Appropriate response Students themselves have to answer the question of whether the teacher was helpful. 7/25/2010 Dr. Shadia Yousef Banjar 13
  14. 14. Outside observers •Special value The outsider has no personal issue, so s/he is free to reach positive and negative conclusions . Also, being professional, s/he can bring the expertise that supplements both the teacher and the students. •Limitation The outside observer can only visit one or two class sessions, and not the rest of the course. •Appropriate response To use a different source either a different kind of outside observer or one of the other sources. 7/25/2010 Dr. Shadia Yousef Banjar 14
  15. 15. Conclusion Each source of information offers a special kind of information that none of the others do. Thus, it is recommended to refer to all of the five sources. 7/25/2010 Dr. Shadia Yousef Banjar 15
  16. 16. EVALUATING YOUR OWN TEACHING By L. Dee Fink Published in Improving College Teaching by Peter Seldin (ed.). Reprinted here with permission of the University of Oklahoma Instructional Development Program, July 20, 1999. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/evalu ate.htm 7/25/2010 Dr. Shadia Yousef Banjar 16