Introduction to the evaluation of teaching and learning

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A brief introduction to the evaluation of teaching and learning

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  • . SGID is a whole class interviewing technique designed to gather consensus-based student data that enables lecturers to make informed decisions about teaching and courses.SGID’s are done in small groups and facilitated by someone other than the lecturer. When the groups report back to the whole class, the facilitator has the opportunity to delve more deeply into important issues that are raised. It is a very effective method of eliciting data, which focuses on areas of specific concern to a lecturer.
  • Introduction to the evaluation of teaching and learning

    1. 1. EVALUATION OF TEACHINGBy ANNE OLSENhttp://therealsingapore.com/sites/default/files/field/image/teacher-evaluation-feature.jpg
    2. 2. Food for thought• Why do we teach?• How do we know we are teachingwell?• Is our students’ success our success?
    3. 3. http://drapestakes.blogspot.com/2007/12/electronic-devices-in-schools-please.html
    4. 4. Why evaluate?Teaching and Learning Policy:“Encourage and enable staff andstudents to take co-responsibilityfor the quality of the learningexperience provided.”
    5. 5. And the purpose?To create and sustain a responsivelearning environment conducive toexcellence in teaching and learning andfostering holistic student success
    6. 6. It’s a processEvaluating one’s teaching encourage academics toengage in a process which has become known asreflective practice, which entails using one’sexperience as an opportunity to consider both one’steaching philosophy and practiceHammersley-Fletcher, L & Orsmond, P. (2005), “Reflecting on reflective practices withinpeer observation. In. Studies in Higher Education Vol 3, No. 2, April 2005 pp. 213-224
    7. 7. http://www.lisaendersby.ca/wp-content/uploads/2010/09/reflect_cartoon.gif?maxWidth=500
    8. 8. What does the research say?• a prerequisite to improving teaching is havingan effective way to evaluate it• a valid evaluation of teaching is based on aportfolio containing assessment data frommultiple sources– ratings from students– peers– administrators– self-ratingsBrent, R & Felder, M. (2004) A Protocol for Peer Review of Teaching. Proceedings of the 2004 American Society forEngineering Education Annual Conference & Exposition. Available online:http://www.lmu.edu/Assets/Centers+$!2b+Institutes/Center+for+Teaching+Excellence/Brent+Felder+Protocol.pdfreflect on every aspect ofteaching, including coursedesign, classroominstruction, assessment oflearning, advising andmentoring
    9. 9. A successful evaluation:• Valid• Reliable• Indicates directions and actions forimprovementWhich teaching practices are more effectivethan others in a specific context?• Responsibility for each individual academic
    10. 10. The benefits?• Improves the teaching and learning experiences for studentsand academics• Engagement in a scholarly review of teaching• Promotes professional development through professionalconversations• Provides the individual student with an opportunity to offerconstructive criticism to his/her lecturer• Provides the student body with a voice in developing andmaintaining an effective lecturing and curriculum• Provides the individual academic with data that may be usedin support of his/her considerations for promotion• Provides data to benchmark teaching and learning qualitywithin and beyond the NMMU;• Provides data that may assist in making curricula decisions• Provide evidence that academics can use as indicators ofteaching performance
    11. 11. Brookfield’s 4 lenseshttp://edtechsally.blogspot.com/2011/05/message-in-online-bottle.htmlSome Sources ofData for EvaluatingTeaching andCourses:• Self-Reflection• Students• Colleagues• Literature
    12. 12. Self-evaluationhttp://t3.gstatic.com/images?q=tbn:ANd9GcSaWmOZkhqGUAotF068jMR1003Je6MNFOy_rIbPR2m4csFK1x7q
    13. 13. Student feedback• Student feedback questionnaire• Small Group Instructional Diagnosis(SGID)• 1 minute papers
    14. 14. http://users.ox.ac.uk/~exet2581/teach/teach.htmlValuable but subjectiveInspiringI can askquestions inclassMakes mewant to workbymyself
    15. 15. Peer / teaching observationSullivan et al. BMC Medical Education 2012 12:26 doi:10.1186/1472-6920-12-26Download authors original imageIt is good practice for peer evaluation to be a planned andstructured process, involving these separate stages:
    16. 16. Literaturehttp://cft.vanderbilt.edu/files/sotl-spotlight.png
    17. 17. Which one?• Why only pick one?• Consider:– obtaining student feedback– conducting a SGID and other focusgroup/interviewing techniques– setting up a peer review– reqiesting teaching observations– finding literature on teaching and learning– deciding how to respond to feedback youhave received building a portfolio
    18. 18. Questions?http://theorganisedhousewife.com.au/craft/teacher-appreciation-gifts-teacher-quote-in-frame/Thank youAnne-Mart Olsen

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