Materials -> Tools for Evaluation
In TEval-participating institutions and departments, tools for evaluation span and often incorporate all three of the following lenses:
To incorporate those lenses into a framework based on dimensions of quality teaching, into existing systems of tenure and promotion, and into the evaluation of teaching, TEval has compiled a list of protocols that describe methods for incorporating various evaluations into existing processes, and procedures for supporting stakeholders during incorporation.
On the remainder of this page, we provide a brief introduction to each of the different lenses (or voices) for assessing teaching effectiveness and related tools.
Peer Review
Also known as observation, peer review of classroom teaching is the most common method of engaging peer voice in evaluation. Formative peer review that is nonjudgmental and serves to provide collegial feedback to instructors is crucial in developing an instructor’s teaching efficacy. Making faculty aware of the fact that formative peer review is an opportunity for growth rather than a summative assessment will allow both reviewer and reviewee to focus on providing feedback that can be integrated into the classroom (Keig and Waggoner, 1994). A strong, holistic course evaluation plan focuses not only on classroom observations, but on pre and post observation activities such as pre-consultation, mentoring, and post-consultation practices
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Student Evaluation
Reframing the process of SETs can lead to effectively capturing more representative data and student voice. A factor analysis of the Teaching Behavior Checklist (TBC) (Keeley et al., 2009) found that the qualities measured by SETs can be grouped into two distinct categories: the instructor's professional competency/communication skills, and caring/support provided to students. Both categories are highly relevant with recent changes in teaching modalities and shifts to online environments.
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Self Reflection
Self-reflection is a key element of a complete teaching evaluation. Often the instructor’s voice is lacking in the evaluation process either for reappointment, tenure, promotion, and merit purposes, or for any formative assessments. Many departments are working on incorporating self-reflection (e.g., developing guidelines for writing teaching statements) into their evaluation processes. Examples of teaching-related activities that can be included in the self voice are a teaching statement that can cover information such as courses taught, developmental activities, service (observation of others, workshops etc.), grants, awards, publication, mentee feedback, etc.); a teaching portfolio including materials from courses, revisions or novel courses (including materials & description); a survey / report of practices; student learning measures and other assessment outcomes, etc.
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Protocols
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