Park University Online Instructor Evaluation System
Course Preterm Review
Focus: Course Setup & Organization
Course:
Instructor:
Areas/Topics Reviewed

Syllabus

Introduction Page

Online Classroom Set-Up
Evaluator:
This checklist and review will help you to ensure compliance with Park University policies and give you feedback on your course preparation and setup. Your assigned evaluator will complete this review and return it to you one week prior to the start of the term.
While you may not modify the basic content of the Introductory Page or Syllabus, you are required to update all information to reflect the current instructor, dates, and policies. The following checklist highlights the items that you must modify or add to your course.
Criteria Comments and Suggestions
Introductory Page
Welcome announcement
Virtual office and discussion thread
Introductions link and discussion thread
(including personal introduction)
Syllabus
Instructor Information

Instructor name, phone (time zone), email and fax

Term dates
Course Policies:

Course policies and procedures updated to reflect your own specific policies; may include methods/type of communication preferred, guidelines for online participation, etc
Grading Policy:

Grading policy updated to include personal grading policies; such as late work policy or personal participation policy

Academic Honesty:

Inclusion of personal policies (if any) for academic honesty; must be in agreement with Park
University policy
Attendance:

Inclusion of personal policies for participation (if any); may include expectations for involvement, time investment, etc
Student Resources:

Personal additions (if any) to
Park University resources
My Bio:

Includes your professional interest, background, accomplishments, educational philosophy
Overall:

Items ordered according to Park
University syllabus template
Online Classroom Set-Up:
Syllabus is available for students one week prior to beginning of term
All information accessible to students updated with correct information one week prior to beginning of term
Information is clear and presented without grammar/spelling errors
Unit dates are set
Announcements have been updated and set to appear at relevant points throughout the term
1.
Please provide recommendations and suggestions for smoothly and efficiently teaching this course.

Park University Online Instructor Evaluation System
Course Review #1
Focus: Climate and Community Building
Course:
Instructor:
Evaluator:
Areas/Topics Reviewed

Creating an interactive climate

Community building

Use of discussion threads

Course organization and navigation
The beginning of the term is the best time to set the tone for all class interactions. There are many ways an instructor can create an interactive climate and a community of engaged learners; some of the most effective tools are discussion interactions, announcements and gradebook comments. Discussion threads are the primary tool used in an online course as they allow for the expansion and discussion of key course concepts.
Criteria
Climate and Community Building
Instructor sets tone for interactions via office, introductions, announcements, discussion postings and gradebook comments
Instructor models the tone and quality of interactions expected of students
Instructor interacts in the classroom on a regular basis (roughly every other day per Park’s instructor attendance policy)
Interactions are professional and promote a positive classroom climate
Instructor utilizes gradebook to provide information on progress in the course
Discussion Thread Interactions
Discussion directions clearly specify the number and type of responses required of students
Comments and Suggestions

Instructor sets guidelines and expectations for discussion interactions
Instructor interactions promote open-ended discussion
General grading criteria or grading rubrics are provided
Instructor interacts in discussions to promote higher-order thinking (i.e. critical thinking, synthesis, and application of concepts)
Instructor uses discussions to highlight key topics, terms, or information
Instructor encourages students to express multiple, even divergent, points of view
Organization
Navigational cues are provided to help students figure out where to begin and how to best move through the course content
Instructor communicates expectations in a clear and consistent manner
Due dates are clear
Assignment directions clearly specify requirements and directions for submission
1.
What are the instructor’s strengths in creating an interactive climate?
2.
Please list any suggestions or recommendations for enhancing interaction in the online classroom.

Park University Online Instructor Evaluation System
Course Review #2
Focus: Instruction and Grading
Course:
Instructor:
Areas/Topics Reviewed

Interaction

Discussion facilitation
Evaluator:
There are a range of strategies and techniques for promoting learning in the Online classroom.
Interactive instruction occurs through the facilitation of discussion threads, gradebook comments, course announcements, and email. By its nature, email conversations are private; thus the following review will focus on interactions visible through the gradebook and discussion threads.
Criteria Comments and Suggestions
Interaction and Discussion Facilitation
Instructor actively and meaningfully participates in discussion on a regular basis throughout the week
Instructor encourages students’ continued interaction/engagement through the use of questions or comments
Instructor keeps discussion relevant and on topic
Instructor monitors and ensures that discussions are appropriate and respectful
Instructor grades discussion via a private format
Instructor promotes and encourages a range of viewpoints in the discussions
Instructor’s discussion postings are professional, clear, precise and supportive of student learning
Instructor uses discussion postings to introduce information and to facilitate acquisition/application of course concepts

Instructor acknowledges all questions insofar as possible
Instructor provides a general set of criteria (rubrics) for grading discussion participation
Instructor uses gradebook comment feature to highlight reason for assigned participation grade and suggests specific ways students can improve
Instructor assigns grades that differentiate students’ levels of discussion thread participation
Instructor assigns participation grades in a timely manner
1.
List aspects of the instructor’s interaction that contribute most to student learning.
2.
Possible recommendations to improve instruction and grading.

Park University Online Instructor Evaluation System
Course Review #3
Focus:
Course:
Instructor:
Evaluator:
Implementation of Assessments Areas/Topics Reviewed

Implementation of assessments

Feedback

Grading

Final exam preparation
While the content of the basic assessments is determined by the course developer, effective learning occurs through students’ active engagement with course material. As instructor, your role is to facilitate this type of interaction, provide feedback and incorporate resources to encourage student mastery of course concepts. To maximize student learning, instructors must structure their activities around a grading system that effectively and explicitly measures course/learning goals and provides students with feedback and guidance to reach these goals. In addition, you will be responsible for coordinating the administration of the proctored final exam.
Criteria Comments and Suggestions
Implementation of Assessments
Instructor incorporates all assessments specified by the course developer
Instructor utilizes assessments in the manner designed by the course developer
Instructor clearly communicates assignment guidelines
Assignment due dates and submission instructions are clear and provide adequate advanced notice
Instructor schedules assignments in a manner amenable to an accelerated course while providing time for thoughtful feedback
Instructor utilizes dropbox, journal or doc sharing, rather than email, for submission of private assignments
When necessary, instructor includes additional resources to assist students in meeting assignment expectations

Feedback and Grading
Instructor clearly explains the grading system or method for assigning points (i.e. the weight of each assignment, the grading scale used, etc.)
Specific grading rubrics or general assessment criteria are provided in advance to assist students in completing assignments
Instructor utilizes the comment feature of the gradebook to give individual feedback that not only highlights reasons for assigned grade but also suggests strategies for improvement
Gradebook comments are clear, respectful and professional
Instructor assigns grades that reflects/differentiates the quality of student performance as well as the quantity
Instructor maintains a consistent and appropriate definition of “good” performance that reflects the level
(100, 200, 300, etc) of the course
Instructor uses the gradebook in a timely manner to keep students informed of their progress
Final Exam Preparation
Instructor directs students to Proctor
Request Form when it becomes available (usually Week 2 of the term) and to proctor selection guidelines in the syllabus
Instructor reinforces the Park
University’s timeline for proctor selection: Students must select a proctor by the end of Week 6
Instructor provides general information concerning the nature and format of the final exam
Instructor provides resources to help prepare students for the final exam

1.
List strengths of the instructor in facilitating course assessments.
2.
Provide recommendations for enhancing the implementation and facilitation of course assessments.

Park University Online Instructor Evaluation System
Course Review #4
Focus:
Course:
Instructor:
Evaluator:
Course Climate & Supplemental
Materials
Areas/Topics Reviewed

Classroom climate

Rapport

Organization

Supplemental instructional materials
In an Online course, instructors are unable to rely on visual cues or nonverbal behaviors to guide interactions; thus it is vital that the environment of the online classroom encourages is wellorganized, and encourages thoughtful and respectful participation. Some instructors enhance the course climate by adding their own materials to the core content provided by the developer.
These supplemental content items reflect the instructor’s unique background and experience and allow the instructor to add his/her expertise to the course content. If you elect to supplement the content provided by the developer, it is important to ensure that all additional resources are relevant and follow principles of good Online course design.
Criteria
Classroom Climate
Instructor is respectful and fair
Instructor appears enthusiastic about course material and modeled active learning
Off-topic or disrespectful interactions are quickly addressed
Instructor’s responses to student postings are positive and encouraging
Classroom atmosphere is inviting and non-threatening
Organization
Expectations and flow of course activities are easy to understand
Guidelines are consistently enforced
Classroom activities are clear and relevant
Instructor is prepared (threads and assignments are posted in a timely manner)
Comments and Suggestions

Course is conducted according to designated schedule, with any deviations being communicated in advance to students via announcements or other course tool.=
Additional Readings and Resources
(evaluated only if instructor has added their own supplemental content)
Appropriate length & difficulty level
Integrates well with other course material
Current and up-to-date
Links are updated and in working order
Students are given guidance on how to effectively use resources
Clearly relate to course and learning objectives
Clear and easy to understand
Interesting and reflect instructor personal comments/expertise
When possible, target a range of learning styles (visual aids, auditory)
Appropriately references outside sources
1.
What do you consider to be the strengths of this professor?
2.
Evaluate, from your standpoint, the performance of this professor in relation to this specific course. Do you have suggestions on how this course may have been handled more effectively?

Park University Online Instructor Evaluation System
Summative Evaluation
Instructor:
Course:
Term:
Course
Number/Section:
Reviewer: Reviewer Email:
The Summative Online Instructor Evaluation is a summary feedback form that reflects the instructor’s facilitation of the course content and interaction with/assessment of students as of the end of the term. Instructors also received formative feedback throughout the term from their
Online Instructor Evaluator; this review also takes into account any modifications or adjustments made by the instructor as a result of those weekly evaluations.
Criteria
Comments, Concerns, and Suggestions
Course Organization
Instructor was effective in reinforcing the core learning outcomes.
Instructor conducted the course according to the expectations and schedule presented in the syllabus.
Instructor was consistently well-prepared and organized.
The course is conducted that students knew on a daily/weekly basis what was expected of them.
Instruction
Instructor was able to explain concepts clearly and effectively.
Instructor stressed important points in information resources (lectures, discussion, etc).
Instructor displayed his/her knowledge of the subject matter.
Instructor strengthened students’ understanding of course concepts through various interactions
(discussion, gradebook, feedback, etc).
Interaction and Discussion
Instructor participated actively in class discussions.

Instructor communicated clearly and meaningful in course discussions.
Instructor effectively lead Online discussions, synthesizing student posts and stimulating ongoing discussion.
Instructor was responsive to student questions.
Assessments, Grading and Feedback
Instructor was clear and specific in assignment directions and evaluation criteria.
Instructor provided helpful, individualized, constructive feedback on all assignments: correcting errors, highlighting strengths, and providing suggestions for improvement.
Grading and feedback completed in a timely manner.
Instructor kept students informed of their progress in the course.
Overall course grades accurately represented students’ mastery of course objectives.
Classroom Climate
Instructor maintained a positive atmosphere in the Online classroom.
Instructor was sensitive to student difficulty with course work.
Instructor was easy to communicate with and available for consultation.
Professional Engagement
Instructor was responsive to Online Course
Evaluator’s formative feedback and enhanced his/her course facilitation/assessment throughout the term.
Overall Recommendation:
Do not retain instructor Retain with contingency
General Comments:
Retain instructor

Park University Online Instructor Evaluation System
Instructor Self- Review
Instructor: Course
Title:
Term: Course
Number:
Section:
The Self-Review is a detailed feedback form completed by each instructor to provide reflective feedback on their experience with a course. The purpose of this self-review is to help you pinpoint your strengths and weaknesses as an instructor; thus, it is important that you honestly and carefully critique your own performance. This form will be included in your overall packet to be sent to the academic department. If you have comments to accompany any of the opinion statements below, please include them with your summative statements at the end of the document.
OPINION STATEMENTS
Course Organization
1.
I was effective in reinforcing the learning outcomes of the course.
2.
I explained all activities and assessments clearly.
3.
I conducted the course according to the expectations outlined in the syllabus.
4.
Work requirements, grading system, and feedback schedule were clear and consistently followed from the beginning of the course.
5.
I was consistently well-prepared and organized for class.
6.
My additions to the core course content were clearly related to the core learning outcomes and integrated logically with the rest of the course content.
7.
The course was so conducted that students know on a daily/weekly basis what is expected of them.
Instruction
8.
I made good use of examples and illustrations.
9.
I reinforced important points in information resources (in lectures, discussion, etc).
10.
I was able to explain concepts clearly and effectively.
11.
I stimulated students to think critically about the subject matter.
12.
I broadened students’ understanding and ability to apply the subject matter.
13.
I frequently discussed recent developments related to the subject matter.
Interaction and Discussion
14.
I participated actively in class discussions and responded to all student

OPINION STATEMENTS inquiries (in the course or via email) within the 48-hr period expected of
Park Online instructors.
15.
I communicated clearly via email and discussion postings, modeling the types of interactions expected in an Online course.
16.
I was able to lead Online discussions, synthesizing student posts and encouraging continued dialogue.
Assessments, Grading and Feedback
17.
Directions for course activities were clear and specific.
18.
I provided helpful, timely instruction on all activities and assessments, helping students prepare to successfully complete assignments.
19.
My evaluation of students’ work was constructive, focused on continued learning, and reflective of the assessment expectations/criteria communicated.
20.
Exams and assignments were returned promptly so that learning was reinforced.
21.
I acknowledged all questions in a timely manner.
22.
I gave individual feedback to students in the class.
23.
I suggested specific ways students could improve.
24.
I identified strengths in student work.
25.
I kept students informed of their progress via the gradebook an in email exchanges (if necessary).
26.
The grading system was clearly explained in the syllabus and rubrics (or general grading criteria) were provided.
27.
Students’ grades accurately represented their performance in the course.
Classroom Climate
28.
I maintained a positive atmosphere in the Online classroom by interacting regularly and meaningfully.
29.
I was sensitive to student difficulty with course work, providing extra attention and resources when appropriate.
30.
I was easy to communicate with and available for consultation.
31.
I provided individual help when students needed it.
Instructors are one of the most valuable sources for information about the quality of the course curriculum and effectiveness of instructor training and support. As such the following questions will be used to provide insight on curriculum enhancement and creation of ongoing professional development opportunities. Please use these questions as a vehicle to critically examine your experiences in these areas.

Please consider these follow-up questions carefully:
1.
Do you have suggestions about how to improve the content or presentation of the core course curriculum (provided by the developer)?
2.
Describe one or two aspects of your instruction this term (interaction with students, facilitation of weekly threaded discussions, supplemental content additions, etc) that you feel are reflective of your strengths as an Online instructor.
3.
Create a priority list of your plans for improving your facilitation of this course and encouraging your overall professional growth as an Online instructor. How will you carry out these plans?