Teaching skills evaluation matrix / Faculty of Biological and Environmental Sciences
The applicant must describe his or her teaching qualifications in the academic portfolio or equivalent
application documents in such a way that they can be evaluated according to items 2–5 of the matrix.
The recommended maximum scope of the academic portfolio is seven pages. Consequently, the
portfolio represents a summary of the necessary facts, and any required details can be included as
enclosures. The date and organiser of any completed training must be provided. Any supervised
theses and participation in the supervision of postgraduate students must be itemised, and if necessary,
presented as an enclosure. Concrete examples of collected feedback and its application must be
provided.
A trial lecture is a demonstration of an interactive teaching event intended to impart learning to the
target audience. The allocated time for the teaching demonstration is 30 minutes, which includes 5-10
minutes of discussion. The applicant may pace the demonstration lecture and discussion however he
or she chooses.
The target audience of the teaching demonstration must be specified at the beginning of the lecture
(such as undergraduate students of a particular year). The Teaching Skills Evaluation Committee
includes representatives of different fields within biological and environmental sciences and ranges
from students to professors. The Committee can be activated during the demonstration. The applicant
must be prepared to justify his or her choices for teaching methods upon request.
The same criteria are applied to all the teaching skills evaluations carried out in the Faculty of
Biological and Environmental Sciences. The demonstration of the teaching skills is emphasized,
because most of the applicants lack practical teaching experience and other teaching merits.
1.
Demonstration
of teaching
skills
Excellent
Good
Satisfactory
- The teaching motivates,
inspires and encourages
students towards independent
thought.
- The presentation materials
are innovative and support the
learning process.
- Information is viewed
critically.
- The teaching highlights the
latest research in the field.
- The teaching includes
interaction and activating the
audience.
- The demonstration inspires
discussion.
- The applicant displays
expertise throughout the
demonstration and conducts
him or herself in a persuasive
manner.
- The demonstration features
an interesting perspective or
the chosen topic is challenging
from the perspective of
teaching.
- The teaching forms a balanced
whole which supports learning.
- The applicant justifies the
relevance of the chosen topic in
relation to the curriculum.
- Research has been appropriately
integrated into the demonstration.
- The presentation material is of a
high quality and clearly illustrates
the topic and supports learning.
- The applicant conducts him or
herself in a natural, appropriate
manner.
- The teaching demonstration
features some interaction and is
somewhat motivating.
- The allocated time is used
efficiently and is not exceeded.
- The demonstration
corresponds to the topic, but
does not form a balanced
whole.
- The target audience and the
goals of the presentation are
clearly defined.
- The applicant does not
clearly justify the relevance of
the chosen topic in relation to
the curriculum.
- Research was not integrated
into the demonstration in a
way that would support
learning.
- The materials used support
the demonstration.
- The conduct of the applicant
is calm and measured and
he/she communicates in a clear
and coherent manner.
- The teaching demonstration
features few interactive
elements.
- The demonstration exceeds
or is significantly below the
allocated time or
time for discussion is
insufficient.
Excellent
Good
Satisfactory
2 Training in
university
pedagogy
- Long-term pedagogical
training equivalent more
than 10 credits.
- Teaching skills are
maintained and developed in a
goal-oriented manner.
- Some pedagogical training
(short courses, individual
events), ICT and/or leadership
training.
- The applicant is interested in
acquiring pedagogical training
and developing his or her
teaching.
3 Practical
teaching
experience
- Extensive experience of
teaching.
- The applicant has actively
participated in the planning and
development of teaching.
- The applicant has been
responsible for courses or
larger teaching modules.
- The applicant has supervised
several theses and
dissertations.
-The feedback received has
systematically and
purposefully been utilized for
the development of teaching.
- The applicant has conducted
teaching innovations and
experiments.
- The teaching materials
illustrate the related points and
are used skilfully and
creatively to support learning.
- The applicant has
participated in the production
of published teaching material
(e.g., textbooks, videos,
electronic publications).
- Pedagogical training
equivalent to 10 credits, or a
module equivalent to a basic
studies course in university
pedagogy.
- The applicant may have
completed some additional short
courses and individual training
sessions.
- The applicant plans to develop
his or her teaching skills.
- Experience of a variety of
teaching situations and target
groups.
- The applicant is familiar with a
variety of teaching methods
which support learning and can
produce examples of their
appropriate application in
teaching.
- The applicant has supervised
several theses.
- The applicant has participated in
the supervision of postgraduate
students.
- The applicant provides some
examples of how the received
feedback has been utilized in his
or her teaching.
- The use of the teaching
materials is justified and
appropriate.
- The applicant can provide
examples of teaching materials he
or she has produced.
4. Ability to
use
and produce
teaching and
learning
material
5. Other
teaching
merits
- The applicant has a personal
teaching vision and can
provide proof of its practical
application.
- The applicant has held
expert or elected positions
related to teaching, training or
their evaluation at a faculty,
university and/or international
level.
- The applicant has organised
cross-faculty training.
- The applicant has
participated in cross-faculty
teaching cooperation.
- The applicant has
participated in international
teaching cooperation.
- The applicant has received
awards for his or her teaching.
- The applicant has
publications in the field of
university pedagogy.
- The applicant has a clearly
formulated personal conception of
teaching and learning.
- The applicant participates
actively in teaching-related
development or quality
improvement at the departmental
or unit level.
- Proof of positive feedback on
teaching.
- The applicant has participated in
teaching cooperation or in
organizing training events.
- The applicant can provide
examples of making research
more accessible to a
general audience.
- The applicant has conducted
teaching in a second language.
- Some teaching experience.
- The applicant has supervised
some theses.
- Experience of a variety of
teaching methods and/or
situations.
- The applicant has other
experience of teaching,
supervision or public speaking
(e.g., conference
presentations).
- The applicant provides few
examples of the feedback
received, but no concrete
examples of making good use
of it.
- The applicant can provide
examples of using teaching
materials.
- The teaching materials
produced by the applicant are
limited to illustrative teaching
aids used in individual
teaching situations.
- The applicant can express his
or her thoughts on teaching
and learning.
- The applicant has examined
his or her strengths and
development challenges as a
teacher.
- The applicant has concrete
plans to develop his or her
teaching skills.
The evaluation matrix is an indicative guideline. The requirements stated in the lower levels will
presumably be fulfilled in the higher levels, thus avoiding the repetition of criteria (e.g., in order to
reach the “good” level, the applicant must also fulfil the requirements of the “satisfactory” level). Not
all of the criteria of a particular level need be met. Instead, some sections may compensate for each
other (e.g., a large number of supervised undergraduate theses may compensate for the fact that the
applicant has not participated in the supervision of postgraduate students). If the “satisfactory” criteria
for a particular section are not met, this section will be classified as inadequate or weak, or a note will
be included in the evaluation, stating that the issue in question is not specified in the application
documents. Sections 2–5 may also compensate for each other.
The Teaching Skills Evaluation Committee will examine the teaching skills of each applicant
carefully and must reach consensus on each evaluation section. The final evaluation may also straddle
levels (e.g., Excellent/Good). Applicants can contact the Teachings Skills Evaluation Committee
regarding issues related to the evaluation of teaching skills.