Evaluating Teaching
and Learning
Linda Carey
Centre for Educational
Development
Queen’s University Belfast
1
Learning outcomes for the
session
By the end of the session, you will have:
 Considered different methods of evaluating
teaching
 Drafted a short evaluation questionnaire
 Considered approaches for peer observation
of teaching
2
Evaluation: definitions


A process of judging how effective you are in
achieving curriculum aims and learning
outcomes
Aims to improve the quality of student
learning, through modifications to teaching
methods, course design and student
assessment
O’Neil and Pennington (1992)
3
Why evaluate?
Course and module design:
• Improving courses and teaching
• Monitoring innovation in teaching
• Diagnosing strengths and weaknesses in
•
course /module design
Exploring relationships between module
elements (e.g. assessment and learning
outcomes)
4
Student learning
• Engaging students more actively in
•
•
•
teaching and learning
Investigating student difficulties
Checking how far students’ needs and
wants have been met
Checking students’ expectations of
teaching and their perception of our
intentions for learning
5
Staff and Institutional issues
• Supporting staff in bids for promotion,
tenure and job applications
• Providing evidence as to whether a module
•
•
or course was “good value” (for time, for
money?)
Providing evidence for validating or quality
assurance bodies
Professional satisfaction
6
Triangulation of evaluation data
1. Sampling views of different participants:
students, self, peer, external accreditors
2. Using a variety of methods for collecting
data
3. Operating over a period of time, using

formative evaluation: developmental
feedback, during module

summative evaluation: judgemental, at
end of module
7
Methods of evaluation of teaching
based on students’ views




Students’ body language and informal
comments
Open-ended discussion, written comments
Informal evaluation sheets – e.g. circle the
word, “stop, start, continue”
Structured student comments – e.g. Something
I learned today was....

Structured interviews with students; focus
groups
8

Minute papers, e.g.
 What was main point of the lecture today?
 What was unclear?
 What would you like to know more about?

Questionnaires -- formal or informal
 Purpose?
 Key questions?
9
Task 1:
Working in pairs, draft a short evaluation
questionnaire for your teaching
10
Evaluating through self and peer
reflection




Questions for self reflection
Diaries or logbooks
Self evaluation checklists and questionnaires
Audio/visual methods: self, pairs or groups,
 Self-reflection using audio or video tape
 Teaching Process Recall (TPR): reviewing a
tape with colleagues; interactive questioning to
prompt reflection


Peer observation of teaching (POT)
Peer review of teaching (PRT): fuller picture
11
Three models of peer observation
(Gosling, 2002)

Evaluation Model: Senior staff observe more
junior staff (judgemental)

Developmental model: “Expert teachers”
observe others (some judgemental elements)

Peer review model: Discussion and self
reflection
12
Why peer observation?




to share expertise and good practice
among colleagues
to provide individual and confidential
feedback on teaching and learning
to support staff in improving/enhancing
their teaching and their students’ learning
to provide one aspect of a quality
assurance system, particularly in the
context of quality review
13
Some general guidelines for peer
observation





a collegial system agreed by consensus
rather than one imposed by line
management
a developmental rather than a judgemental
system
no implication of a “deficit model”
a confidential system
choice of observer negotiated not
imposed
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



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Training and prior discussion for observers
and observed
On-going process, not a “once off” event –
once year or less frequently?
Not an unannounced observation
Can incorporate different modes of teaching
and learning, not just lecturing
Usually involves a feedback proforma
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Three stage process
1. Pre-observation meeting:

shared understanding of context, learning
outcomes and methods

proforma or focus agreed
2. Observation of the session:

Position of the observer

Observer remains an observer (usually)

Is there an “observer effect”?

Observer remains for the whole session (if
possible)
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3. Feedback meeting:

based on dialogue and self reflection
rather than advice giving

developmental rather than judgmental

constructive solutions to agreed
difficulties

confidential
• allowing for varied approaches and
personal style
17
Some ground rules for giving feedback






Timely
Specific and focused
Appropriate tone
• sensitive, genuine and non patronising
Allowing person observed to speak first
Constructive and helpful
Balancing positive and negative, with
positive first and in closing
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