methods of evaluation teaching.

1. METHODS OF
EVALUATION
TEACHING
Presented By
Muhammad Jamil

2. CONTENT
Introduction​
Traditional Methods
Direct Observations
Portfolio Evaluation
Self-Assessment
Grades and Marking Scales
Rubrics
Quantitative & Qualitative Evaluation
Conclusion
References

3. INTRODUCTION
• Teaching evaluation informs continued improvement. It highlights
best practices while recognizing areas for enhancement.
• This presentation explores various assessment tools. First, direct
observations offer targeted feedback on instructional skills.
• Second, indirect measures like student surveys provide
perspective but require interpretation.
• Third, self-assessment and reflection cultivate self-awareness to
supplement external review(Fry, Ketteridge and Marshall, 2022).
• Understanding methods assists balanced evaluation for
professional advancement.
3

4. TRADITIONAL
METHODS
• Traditional evaluation tools include written assessments and oral
exams. Timed tests gauge knowledge retention through multiple
choice, short answer or essay questions(Hou, 2021).
• Objective structured practical exams observe skill application
through structured scenarios, checklists and grading rubrics.
• Oral exams, once commonplace, allow direct questioning but rely
more on subjective impressions than tangible measurements(Omar
et al., 2020).
• While easily administered, alone they capture limited dimensions of
teaching competency(Munna and Kalam, 2021).
Figure: Traditional Methods(Qi and Meng, 2021)

5. DIRECT OBSERVATIONS
5
Direct observation methods provide first-hand evaluation of instruction. (Rocha et al., 2021)
Microteaching, short practice lessons recorded for review, gather meaningful feedback on presentation
abilities and student engagement.
Observing full classroom sessions or shortened clinical encounters evaluates interactive skills like
case discussion, physical examination and bedside manner.
Well-structured observation forms focusing on pre-defined teaching behaviors and competencies
supply formative commentary.
However, instructors may feel observed lessons lack authenticity(Wang and Cui, 2021).

6. PORTFOLIO EVALUATION
6
• A teaching portfolio presents
a comprehensive picture of
strengths through archiving
contributions(Wang and Cui,
2021).
• Included student academic
output like assignments and
projects demonstrate
instructional influence.
• Portfolios also feature an
instructor's self-critique and
reflective statements on lessons
taught, challenges faced and
goals for development.
• This holistic evaluation
captures evolving capabilities
whereas isolated testing lacks
context
• However, compiling
and curating materials
demands substantial
effort from teachers
with already full
workloads(Rocha et
al., 2021).

7. SELF-ASSESSMENT
An essential method is
critical self-analysis.
Regular reflection on
personal strengths and
weakness provides
first-hand awareness of
teaching abilities and
impact in the
classroom or clinical
setting.
By evaluating
performance
objectives and
outcomes, one can
set targeted goals
and development
plans for ongoing
improvement.
However, complete
objectivity can be
difficult; outside
perspectives offer
balance.
Still, cultivating
humility and gaining
insight on one's own
practice is crucial for
responsive growth
and career-long
learning as an
educator.
7

8. GRADES AND MARKING
SCALES
Grades incorporate metrics to assess teaching numerically. Well-designed
rubrics composed of transparent, clearly defined descriptors rate
competencies demonstrated in lessons, assignments or skills(Omar et al.,
2020).
Criteria-referenced scales evaluate based on pre-determined standards rather than
curving performance. However, quantitative grades risk oversimplifying complex
instruction and rely more on subjective judgment calls than objective exams(Qi
and Meng, 2021).
Plus, perceived focus on grades may come at the expense of learning.
Standardized metrics still require thoughtful, qualitative feedback(Rocha
et al., 2021).
8

9. RUBRICS
Rubrics systematize
evaluation through shared
criteria. Scoring guides
identify discrete
dimensions or
competencies within
teaching, assignments, or
skills and associate
performance levels for
each.
Some rubrics take
a holistic view while
others analyze
separate
components.
However,
developing
comprehensive yet
clear rubrics
requires time and
collaboration.
General rubrics
also risk lacking
sensitivity to
individual students'
strengths.
Well-crafted rubrics
nonetheless
promote consistent,
equitable
assessment while
emphasizing the
specific aspects of
quality teaching.
9

11. QUANTITATIVE ASPECTS OF
EVALUATION
o Quantitative aspects of
Evaluation frequently relies on the
collection and analysis of data in
number form.
o It involves data provide information
that can be counted to answer
questions as “How many?” , “Who
was involved?”, “What ever the
outcomes?” and “How much?”

12. QUANTITATIVE
TECHNIQUES
 Includes Surveys and questionnaires, pre-tests
and post-tests, review of existing documents.
 In education oral test, written test, Practical test
are generally used

13. Importance of quantitative
evaluation
 It measures the depth and
breadth of an implementation in
numerical terms.
 It collect data of before and after
an intervention can show its
outcome and impact.
 The strength of quantitative data
for evaluation purpose includes
their generalizability, the easy of
analysis, reliability and
consistency.

14. QUANTITATIVE
TECHNIQUES
 Includes Surveys and questionnaires, pre-tests
and post-tests, review of existing documents.
 In education oral test, written test, Practical test
are generally used

15. Limitations of quantitative
evaluation
o Only gives idea about the facts of numerically
measuring aspects.
o Not enough to explain all the aspects deeply.
o Evaluation only at before and after a course.

16. QUALITATIVE
EVALUATION
Qualitative Evaluation are the evaluation based
on attributes.
It answers such questions as “What is the value
added?”, “Who are responsible?”, and “When
did some thing happened?”.
Qualitative data are collected through direct or
participant observation, interviews, focus groups
and case studies.

17. Qualitative techniques of
Evaluation
 Observation
 Interview
 Rating scale
 Check list
 Cumulative records
 Anecdotal records
 Psychological tests –
intelligence test,
personality tests etc

18. IMPORTANCE OF QUALITATIVE
EVALUATION
 For improvement in education.
 Continuous evaluation at all aspects of study will
make education more qualitative.
 Focus on behavioral change in students.
 Depth study

19. EVALUATION
DEVICES
Quantitative Qualitative
Written Practical
based
Oral
Test
Interview
Observation
Rating
Scale
Records
Questionnaires
Checklist
Objective
Type
Short
Answer
Type
Essay
type

20. Start Evaluation

21. CONCLUSION
In conclusion, there are various methods used to evaluate the
effectiveness of teaching which includes written tests, oral
examinations, assignments, classroom observations and student
feedback. Evaluating teaching helps to identify the strengths and
weaknesses of different teaching methods and ways of improving
them to enhance student learning. It is important for educational
institutions to adopt comprehensive evaluation methods to assess
teaching quality.

22. REFERENCES
• Fry, H., Ketteridge, S. and Marshall, S. (2022). A Handbook for Teaching and Learning in Higher Education:
Enhancing Academic Practice. [online] Google Books. Routledge. Available at:
https://books.google.com/books?hl=en&lr=&id=cOWQAgAAQBAJ&oi=fnd&pg=PA200&dq=methods+of+evalu
ation+teaching+PDF+&ots=C3LC1C-RP0&sig=qqOVMCQ_l3hQcT--n8TpeQCf31w [Accessed 20 Jan. 2024].
• Hou, Su-I. (2021). A Mixed Methods Process Evaluation of an Integrated Course Design on Teaching Mixed
Methods Research. International Journal for the Scholarship of Teaching and Learning, [online] 15(2). Available
at: https://eric.ed.gov/?id=EJ1341914.
• Munna, A.S. and Kalam, M.A. (2021). Teaching and learning process to enhance teaching effectiveness: literature
review. International Journal of Humanities and Innovation (IJHI), 4(1), pp.1–4.
doi:https://doi.org/10.33750/ijhi.v4i1.102.
22

23. • Omar, M.K.A.-M., Mohammad, N.M.A., Shima, M.S.Y., Raed, A.A.-K. and Ali, S.A.-S. (2020). Favorite Methods of Teaching and Evaluation
among Students in University Colleges. International Journal of Education and Practice, [online] 8(2), pp.365–378. Available at:
https://eric.ed.gov/?id=EJ1264650.
• Qi, M. and Meng, H. (2021). Research on Teaching Method and Class Evaluation for International Online Teaching. Scientific Programming,
[online] pp.1–8. doi:https://doi.org/10.1155/2021/4120921.
• Rocha, B. de C., Rosa, B.S.P.-A., Cerqueira, T.S., de-Azevedo-Vaz, S.L., Barbosa, G.L. de R., Ferreira, L.M., Verner, F.S. and Visconti, M.A.
(2021). Evaluation of different teaching methods in the radiographic diagnosis of proximal carious lesions. Dentomaxillofacial Radiology, 50(4),
p.20200295. doi:https://doi.org/10.1259/dmfr.20200295.
• Wang, H. and Cui, J. (2021). Evaluation of Teaching Effect in Higher Educational Institutions and Identification of Its Influencing Factors.
International Journal of Emerging Technologies in Learning (iJET), [online] 16(17), pp.226–239. Available at:
https://www.learntechlib.org/p/220070/ [Accessed 20 Jan. 2024].
• Wispe, L.G. (2022). Evaluating Section Teaching Methods in the Introductory Course. The Journal of Educational Research, 45(3), pp.161–186.
doi:https://doi.org/10.1080/00220671.1951.10881934.
23

24. THANK YOU