Evaluation of teaching performance
Evaluation of Teaching Performance
Department of Biology - 2013
Category Order
Category
name
Measurement
Needs improvement
Strong
1
1
Presentation Instructor engagement
Arrives late, misses office hours Arrives on time, and available
for questions before or after
lecture
Monotonous, uninflected
Relaxed, conversational, and
delivery
engaged with material. Voice
modulated as appropriate to
content.
No apparent attempt to make engaging presentation
material engaging
supplemented by appropriate
additional teaching tools
Hard to decifer, confusing
Clear and readable visual aids
information, visual aids detract that enhance the presentation
from presentation
Primarily focussed on notes or Eye contact with students;
board
some evaluation of student
comprehension/attitudes
1
2
Presentation Lecture delivery: enthusiasm
and inspiration
1
3
Presentation Presentation modes
1
4
Presentation Quality of visual aids
2
1
Instructorstudent
interaction
Lecture rapport with audience:
Instructor eye contact
2
2
Instructorstudent
interaction
Encouragement of student
questions/feedback during
lecture
2
3
Instructorstudent
interaction
Student engagement
2
4
Instructorstudent
interaction
3
1
Lecture
content
3
2
Lecture
content
3
3
Lecture
content
3
4
4
1
Lecture
Quality of education
content
Lecture
Progression of topics/concepts
organization
4
2
Lecture
Linkage of topics to main
organization points/theme
4
3
Lecture
Summary
organization
Topics seem relevant to main
points, but relevance not made
explicit.
No summary when a summary General summary of material
would be useful
covered if needed
5
1
Assessments Homework/problem sets
Not offered but warranted
5
2
Not done when these would
aid significantly.
5
3
Assessments Assessment: use of quizzes,
clickers, other technology as
appropriate
Assessments Promote reading/writing skills:
papers and other written
material required
5
4
Assessments Promote math/quantitative
skills: quantitative information
presented
5
5
Assessments Feedback timing
5
6
Assessments Feedback quality
6
1
Course
Continuity
content &
organization
6
2
Course
Displays mastery of information Missing information or
content &
presented
important concepts
organization
Straight, uninterrupted lecture;
ignores or does not see
students seeking to ask
questions.
Students not taking or referring
to notes
Occasional questions to class;
uses student answer to clarify
or elaborate
Outstanding
In class / instructor
input
yes/no
Enthusiastic; important points
highlighted and general sense
of enthusiasm for topic
indicated in delivery.
Includes creative ways of
engaging the class appropriate
to the context
Visual aids extend lesson or
provide an added dimension
In class
yes/no
In class / instructor
input
yes/no
in class
yes/no
Eye contact with entire room; in class
regular and effective evaluation
of student
comprehension/attitudes
Uses creative ways to
In class
encourage questions and
student feedback
yes/no
Straight lecture; students as
scribes or following along
posted notes or handouts
Does not present the
theoretical or experimental
basis for any of the material
presented
Includes a good balance
between course coverage and
presentation of the
theoretical/experimental
underpinnings
Only requires memorization
Requires recall and
without understanding
understanding
No apparent ordering of topics; Topics discrete and follow
boundaries and links among
logically from each other.
topics unclear
Takes more than 3 weeks to
return assignments or exams
Assignments receive score only,
or grading standards are
ambiguous
yes/no
In class; review of
yes/no
handouts, posted
notes, or assignments.
Before/after class
yes/no
In class
yes/no
Primarily class; also
yes/no
review of course
syllabus and
supporting documents
(e.g. posting of topical
links on web site)
Includes an appropriate level of in class
yes/no
student design/critique of
experiments
in class / instructor
input
In class; in discussion
with instructor
before/after class;
syllabus
In class; in discussion
with instructor
before/after class.
in class
yes/no
in class / instructor
input
in class
yes/no
Instructor/Syllabus
yes/no
Uses quantitation to an extent Assignments and assessments Instructor/Syllabus
that is appropriate for the
require application of
course being taught.
mathematics or interpretation
of quantitative data.
yes/no
Takes 1-2 weeks to return
assignments or exams
Assignments receive
constructive feedback that
highlight strengths and
weaknesses
Takes less than 1 week to
in class / instructor
return assignments or exams
input
Handed-back assignments give Instructor input
students impetus to return to
the assignment, reflect on their
performance, and improve
yes/no
Clear indication of how current
course builds on previous
courses or how the course
prepares students for future
courses/work.
State of the art knowledge, i.e.
integrates recent literature into
lecture
In class / syllabus
/instructor input
yes/no
In class / syllabus
/instructor input
yes/no
No reference back to main
points
Does not promote reading or
writing skills when it would be
an appropriate goal for the
course.
Does not use quantitation
when its use would enhance
the goals of the course.
Applicable?
Additional modes of engaging
with students
Students asked to synthesize
material (such as, discuss broad
ideas, analyze data, apply to
new situations)
Pre/post lecture interaction
Students not engaged, or not Students feel comfortable
Students have extensive
allowed to engage, before or
asking questions before or after opportunities for interaction;
after lecture.
lecture
(possibly including ELMS online
discussions or activities outside
of class)
Main ideas are clear and specific Hard to determine main ideas Main ideas presented clearly
Main ideas elaborated and
and elaborated with examples contrasted with alternatives
and analogies
Relevance: indication of why
Recitation of content without Occasional reference to
When appropriate the material
material presented is
reference to why it is important question/controversies in field presented is interwoven with
important/relevant within or
or relation to a larger context or alternative interpretations if context and relevance
beyond discipline
such exist
Present how scientists come to
certain conclusions
Evaluated
Synthesizes higher order
concepts
Topics discrete, logically
ordered, and build upon each
other along a clear theme.
Most or all topics related to
initial lecture
goals/themes/points
General and/or specific
summary including conclusions
and extrapolations
Assignments provided as
needed
Assessment strategy is sufficent
but could use improvement.
Assignments used creatively to
enhance learning.
Creative use of assessment
tools as appropriate in the
context of the course.
Uses assignments to promote Uses creative methods to
reading and writing when it is a improve both reading and
stated goal of the course.
writing skills.
No reference to previous
Reference to course
courses when such a reference prerequisites as appropriate
would help in the educational
process.
Knowledgeable with relevant
information
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