Evaluation Strategy

1. OVERVIEW OF STRATEGIES FOR ASSESSING AND EVALUATING<br />QUALITY TEACHING AND STUDENT LEARNING<br />1-TEACHING DOSSIERS:<br />Is a factual description of an instructor’s teaching achievements and contains documentation that collectively suggests the scope and quality of his or her teaching.<br />The objectives:<br />1-Evaluate the instructor’s teaching and learning context.<br />2- Soundness of instructor’s approach to teaching and learning.<br />3-focus on teaching objectives and strategies.<br />4- develop the Vigor teaching area.<br />The Benefits:<br />1-review their teaching goals and objectives.<br />2-Document teaching philosophy<br />3-assess the effectiveness of their classroom practice and the strategies they use<br />4-identify areas of strength of the strategies to improve it.<br />5-focuse on the instructors responsibilities, achievment , and contributions to teaching with the all members of society.<br />Limitations<br />Dossiers are not meant to be an exhaustive compilation of all the documents and materials that bear on an instructor’s teaching performance. You have to organized information in a way that gives comprehensive and accurate summary of teaching activities.<br />2- LETTERS AND INDIVIDUAL INTERVIEWS:<br />Used in teaching award nominations, tenure and promotion files.<br />The objectives:<br />1-Effectiveness of instructor through detailed reflection.<br />2- Impact of instruction on student learning and motivation.<br />3- Preparation and organization.<br />4- Clarity and understandability<br />5- Ability to establish rapport and encourage discussion<br />The Benefits:<br />Provide information not readily available through student ratings or other forms of evaluation.<br />Success stories, and thoughtful analyses are often the outcomes of an interview or request for a written impressions of an instructor’s teaching<br />Limitations:<br />1-Low response rate.<br />2-Interviews time.<br />Example of one instituation that apply TEACHING DOSSIERS:<br />the dossier has attracted considerable attention in North America<br />and beyond. CAUT and the authors' universities have distributed many thousands of copies, and the document has been reprinted on several occasions. The dossier approach has been mentioned in a number of important books on teaching evaluation, published in Canada, the USA, and Australia. A few institutions<br />have adopted the dossier (or quot;
portfolioquot;
as it is sometimes known) as the standard method of evaluation for all faculty. At the same time, it is probably true to say that most universities using the dossier do not do so as a routine matter, but rather for quot;
special occasionsquot;
-- when promotion or tenure is being considered for<br />an individual whose special strengths lie in the teaching area.<br />Resourses: http://www.mun.ca/humanres/AppendixB.pdf<br />Muna Al-Dhouri<br />Muna Al-Shili<br />