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.

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

7. http://www.lisaendersby.ca/wp-content/uploads/2010/09/reflect_cartoon.gif?maxWidth=500

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

12. Self-evaluation
http://t3.gstatic.com/images?q=tbn:ANd9GcSaWmOZkhqGUAotF068jMR1003Je6MNFOy_rIbPR2m4csFK1x7q

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:

16. Literature
http://cft.vanderbilt.edu/files/sotl-spotlight.png

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

18. Questions?
http://theorganisedhousewife.com.au/craft/teac
her-appreciation-gifts-teacher-quote-in-frame/
Thank you
Anne-Mart Olsen