HAUNTED BY
Haunted by
EVALUATIONS OF TEACHING
Evaluations of Teaching
Evidence-Based Teaching, Fall 2011
Evidence-Based
Fall 2011
Drs.
Anne Belcher &Teaching,
Linda Adamson,
Instructors
Drs. Anne Belcher
& Linda Adamson,
Instructor
Sessions 9, Oct. 27, 2011
Session 9, Oct. 27, 2011
Situating the New Learning
 END PRODUCT: An authentic teaching project representing
the integration of practices of evidence-based teaching
 STEPS ALONG THE WAY (so far!):
 Overall PLAN & learning objectives
 The basis for determining focus & evidence of
learning
 Needs assessment
 The basis for measuring the gap between PSA & DSA
 Literature review
 The basis for selecting a way to close the gap
 Instructional strategies/media
 What you selected & how you will use it
And learning that will follow:
 STEPS REMAINING TO REACH THE GOAL:
 Evaluative Items/Rubric
 The basis for determining the extent to which learners
hit the target(s)
 TEACHING PROJECT
 The integration of all preceding steps in polished form,
with materials used and self evaluation
 PEER REVIEW of a colleague’s project
 The basis for considering another perspective
 RESPONSE TO PEER FEEDBACK
 The basis for moving forward on the basis of this
learning
THIS SESSION, Learners will…
 Situate this class session within the sequence of
course topics to identify gaps in understanding before
proceeding.
 Examine the results of a formative course
evaluation to identify the recommendations most
likely to have a positive impact on learning.
 Examine approaches to course evaluation in light of
personal experience; synthesize recommendations to
inform future practice.
Additionally, learners will also…
 Share experiences in peer evaluation of instruction
to integrate with recommendations of a researchsupported model of peer observation of clinical and
classroom instruction.
 Review upcoming course assignments to identify
gaps in understanding before proceeding.
 Use a structured process to provide meaningful
feedback to peers in support of each others’ learning
progress
 Reflect on learning to provide feedback to instructors
for continuous improvement of teaching and learning.
FORMATIVE Evaluation
 Review the synthesis of this class’s mid-term feedback.
 Identify 3 – 5 recommendations that are likely to make
the strongest positive contribution to learner success.
 Justify your top recommendations:
 What problem would be resolved by each of your top
3-5 recommendations?
 How, specifically, would you expect learners to
benefit from each?
SUMMARY RECOMMENDATIONS:
1)
2)
3)
4)
5)
…
…
…
…
…
Course Evaluation: How used? How effective?
Share experiences with student ratings used in:
 School of Medicine
 School of Nursing
 School of Public Health
Additional Tools & Procedures to
Evaluate Faculty Quality in Teaching
a) Student Performance (attainment of course
objectives demonstrated)
b) Self-evaluation (progress toward achievement of
professional goals)
c) Dept. Chair Observation (best used for mentoring,
supporting growth)
d) Peer Observation (best used as part of overall
learning community growth)
e) Visiting Experts – observe, evaluate data, interview
students… (often used as part of accreditation)
(See Arreolo, 2007)
Peer Review of Classroom Teaching:
Examining a research-supported model
Next Steps in Teaching Project:
Evaluation Items/Rubric:
 How will you gather evidence of your students’
learning?
 How will you use it to identify different levels of
learner success?
 How will results help inform your subsequent
teaching?
Structured Group Conversation:
EACH group member has 3-5 min:
 What is coming together successfully?
 What are you mulling, questioning, trying to
resolve?
 What would you like ideas about?
Group members respond (abt. 5 min.):
 Encourage!
 Share relevant personal experience, ideas.
 Pose questions to prompt further thinking.
Reflect on Learning
Revisit tonight’s learning objectives.
Evaluate the extent to which each objective was
successfully addressed.
Describe any new understandings, greater clarity, or
additional insights that you developed during this
session.
Provide a suggestion for how this session could have
been more effective.
Additional References for Further Reading
Elzubieir, M. & Rizk, D. (2002). Evaluating the quality of teaching in medical
education: Are we using the evidence for both formative and summative
purposes? Medical Teacher, 24(3), 313-319. Retrieved from
http://informahealthcare.com/doi/abs/10.1080/01421590220134169
Hatzipanagos, S. & Lygo-Baker, S. (2006). Teaching observations: A meeting of
minds? International Journal of Teaching and Learning, 17(2), 97-105.
Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE52.pdf
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college
instructors (3rd ed.). San Francisco: Jossey-Bass, 315-328.