Senate Document 08-01
Faculty Affairs-Components of Teaching
COMPONENTS of TEACHING
Definitions
Instructional Delivery
Interactive skills that promote or facilitate learning in faceto-face instruction, including the use of various activities,
formats, assignments, pedagogies and teaching styles.
Instructional Design
Technical skills in designing, sequencing, and presenting
experiences and information which leads to learning. Includes
knowledge and skill in course organization and the development of
course objectives.
Content Expertise
Knowledge, skills, and abilities from faculty education and
experience appropriate to the discipline, current research in the
field, and purview of the course.
Instructional Assessment
Skills in developing and using tools and procedures for assessing
student learning (e.g., test, quiz, and assignment construction,
grading practices and procedures).
Course Management
Organizational and administrative skills necessary for maintaining
and operating a course according to departmental and university
procedures.
SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE
INSTRUCTIONAL DELIVERY
STUDENT EVALUATION
Date ___________ Semester____________
FACULTY _______________________________________
COURSE____________________________________ SECTION ________________________
DESCRIPTION OF SCALE
1 – strongly disagree 2 – disagree 3 – undecided or unclear 4 – agree 5 – strongly agree
N/A – not applicable, not known
1. My instructor creates an atmosphere conducive to learning
1
2
3
4
5
2. The course format seems appropriate to the stated course objectives.
1
2
3
4
5
3. My instructor seems knowledgeable in the subject matter of this course.
1
2
3
4
5
4. My instructor is available and helpful when students have problems in this class.
N/A 1
2
3
4
5
5. Evaluation methods seem appropriate for meeting course objectives.
1
2
3
4
5
6. My instructor provides understandable explanations of course content.
N/A 1
2
3
4
5
7. This course contributes to my professional and/or intellectual growth.
N/A 1
2
3
4
5
8. The instructional materials seem appropriate for course content.
N/A 1
2
3
4
5
9. My instructor provides timely feedback on student assignments and tests.
N/A 1
2
3
4
5
10. My instructor uses class time fully and appropriately.
N/A
1
2
3
4
5
SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE
INSTRUCTIONAL DELIVERY
PRESENTATION EVALUATION
Evaluator____________________________
Type of Evaluation Self
Peer
Head
(circle one)
Date ___________ Semester____________
NAME_______________________________________
POSITION___________________________________
COURSE____________________________________
DESCRIPTION OF SCALE
1 – never or strongly disagree
2 – almost never or disagree
3 – sometimes or undecided or unclear
4 – almost always or agree
5 – always or strongly agree
N/A – not applicable
PRESENTATION EVALUATION
1. Gains student attention
N/A 1
2
3
4
5
2. Previews topic for day/week/unit.
N/A 1
2
3
4
5
3. Clearly identifies thesis/claims/main points.
N/A 1
2
3
4
5
4. Stresses important points by pausing, speaking slowly, raising voice, etc.
N/A 1
2
3
4
5
5. Provides supporting material for main points.
N/A 1
2
3
4
5
6. Provides clear explanations and uses illustrative examples.
N/A
1
2
3
4
5
7. Responds to changes in student attention.
N/A 1
2
3
4
5
8. Uses variety of space in classroom to present material.
N/A 1
2
3
4
5
9. Presentation style/method facilitates student note taking.
N/A 1
2
3
4
5
10. Maintains eye contact with students (frequent, direct, inclusive)
N/A 1
2
3
4
5
11. Varies pace of lecture/class activities to keep students alert.
N/A 1
2
3
4
5
12. Vocal delivery is appropriate and varied (rate, pitch, volume).
N/A 1
2
3
4
5
13. Asks questions of students that engage student in topic.
N/A 1
2
3
4
5
14. Seeks to include all students in course by recognizing, questioning, involving students from
entire class.
N/A 1
2
3
4
5
15. Solicits students’ questions before proceeding to next topic.
N/A 1
2
3
4
5
16. Encourages student questions and comments during class/lecture.
N/A 1
2
3
4
5
17. Recognizes and acknowledges student responses and contributions.
N/A 1
2
3
4
5
18. Listens carefully to student comments.
N/A 1
2
3
4
5
19. Identifies when students do not understand and responds appropriately.
N/A 1
2
3
4
5
20. Encourages openness, different points-of-view, and shows tolerance for difference, including
non-participants.
N/A 1
2
3
4
5
21. Respects criticism and acknowledges error and/or insufficient knowledge as appropriate.
N/A 1
2
3
4
5
22. Demonstrates enthusiasm and energy in delivery.
N/A 1
2
3
4
5
23. Presentation is organized and easy for students to follow.
N/A 1
2
3
4
5
24. Transitions between points and topics.
N/A 1
2
3
4
5
25. Signposts, summaries are emphasized at topic/point conclusions.
N/A 1
2
3
4
5
26. Thesis/claims/main points are briefly summarized at end of class/lecture.
N/A 1
2
3
4
5
27. Visual aids are well-integrated (instructor doesn’t ‘talk’ to the screen)
N/A 1
2
3
4
5
COMMENTS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
OVERALL EVALUATION ________ of possible _________
SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE
INSTRUCTIONAL DELIVERY
COURSE MATERIALS
Evaluator____________________________
Type of Evaluation Self
Peer
Head
(circle one)
Date ___________ Semester____________
NAME_______________________________________
POSITION___________________________________
COURSE____________________________________
MATERIALS EVALUATED and NUMBER EVALUATED
___ Syllabus (attach)
___ Assignments (attach)
___ Texts
___ Readings
___ Handouts (attach)
___ Media (describe) ______________________________________________________
DESCRIPTION OF SCALE
1 – never or strongly disagree
2 – almost never or disagree
3 – sometimes or undecided or unclear
4 – almost always or agree
5 – always or strongly agree
N/A – not applicable
COURSE MATERIAL EVALUATION
1. Texts used support learning objectives
N/A 1
2
3
4
5
2. Other materials used are integrated with texts and course objectives.
N/A 1
2
3
4
5
3. Media used are integrated with texts and course objectives.
N/A 1
2
3
4
5
4. Media used are clear and graphically illustrate course content.
N/A 1
2
3
4
5
5. Materials and media add relevant content or elaborate on content.
1
2
3
4
5
6. Materials and media encourage student to be more active learner.
1
2
3
4
5
7. Technologies used in this course are easily attainable by student.
N/A 1
2
3
4
5
8. Assignments are appropriate to course objectives.
1
2
3
4
5
9. Assignments are spaced at appropriate intervals in course.
1
2
3
4
5
10. Assignments are challenging, but not overly burdensome for student.
1
2
3
4
5
COMMENTS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
OVERALL EVALUATION ________ of possible _________
SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE
INSTRUCTIONAL DESIGN
FACULTY EVALUATION
Evaluator_____________________________________
Type of Evaluation Self
Peer
Head Faculty
(circle one)
Date ___________ Semester____________
NAME_______________________________________
POSITION___________________________________
COURSE____________________________________
MATERIALS EVALUATED and NUMBER EVALUATED
___ Syllabus (attach)
___ Assignments (attach)
___ Texts
___ Readings
___ Handouts (attach)
___ Media (describe) ______________________________________________________
DESCRIPTION OF SCALE
1 – never or strongly disagree
2 – almost never or disagree
3 – sometimes or undecided or unclear
4 – almost always or agree
5 – always or strongly agree
N/A – not applicable
FACULTY EVALUATION FORM
1. Syllabus meets PUC guidelines (ADA, Support Services, attendance, etc.).
N/A 1
2
3
4
5
2. Syllabus clearly introduces course, objectives, and expectations.
N/A 1
2
3
4
5
3. Standards for instructor response and availability are clear.
N/A 1
2
3
4
5
4. Requirements for class interaction are clear.
N/A 1
2
3
4
5
5. Learning objectives describe outcomes that are measurable or demonstrable.
N/A 1
2
3
4
5
6. Learning objectives are clearly stated and understandable to students.
N/A 1
2
3
4
5
8. Instructions on how to meet objectives are adequate and easy to understand
N/A 1
2
3
4
5
9. Learning objectives of the course are articulated to department program
N/A 1
2
3
4
5
10. Instructional materials support learning objectives.
N/A 1
2
3
4
5
11. Purpose of course elements (content, media, activities, measurements, assignments, text, etc)
is evident and appropriate.
N/A 1
2
3
4
5
12. All resources are appropriately used.
N/A 1
2
3
4
5
13. Course activities (lecture, activities, assignments, etc) promote achievement of learning
objectives.
N/A 1
2
3
4
5
14. Course activities occur at appropriate intervals.
N/A 1
2
3
4
5
15. Assignments are timely, challenging, and reasonable.
N/A 1
2
3
4
5
16. Learning activities foster student-faculty-content interaction
N/A 1
2
3
4
5
17. Grading policy for assignments and course is clear.
N/A 1
2
3
4
5
18. Exams and other measurements reflect course objectives.
N/A 1
2
3
4
5
19. Exams and other measurements require analysis and application of course contents.
N/A 1
2
3
4
5
20. Exams and other measurements are clear and explicit in expectations and grading.
N/A 1
2
3
4
5
21. Media enhance student interaction.
N/A 1
2
3
4
5
22. Technologies for course are easily attainable by student.
N/A 1
2
3
4
5
23. Includes mid-term student feedback on course and instructor.
N/A 1
2
3
4
5
24. Responds to and incorporates student feedback in timely fashion.
N/A 1
2
3
4
5
COMMENTS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
OVERALL EVALUATION ________ of possible _________
SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE
CONTENT/EXPERTISE
FACULTY EVALUATION
Evaluator_____________________________________
Type of Evaluation Self
Peer
Head Faculty
(circle one)
Date ___________ Semester____________
NAME_______________________________________
POSITION___________________________________
COURSE____________________________________
MATERIALS EVALUATED and NUMBER EVALUATED
___ Syllabus (attach)
___ Assignments (attach)
___ Exams (attach)
___ Texts
___ Handouts (attach)
___ Media (describe) ______________________________________________________
___ Other (describe/attach) _________________________________________________
DESCRIPTION OF SCALE
1 – never or strongly disagree
2 – almost never or disagree
3 – sometimes or undecided or unclear
4 – almost always or agree
5 – always or strongly agree
N/A – not applicable
FACULTY EVALUATION FORM
1. Course content and materials are current and accepted by research-based evaluations
N/A 1
2
3
4
5
2. Course material is appropriate for subject area
N/A 1
2
3
4
5
3. Course material is appropriate for this course level
N/A 1
2
3
4
5
4. Instructor demonstrates comprehension of content area
N/A 1
2
3
4
5
5. Instructor provides multiple means for presenting course content
N/A 1
2
3
4
5
6. Examples familiar to student experience illustrate course content
N/A 1
2
3
4
5
7. Content explains difficult terms, concepts, problems in multiple ways
N/A 1
2
3
4
5
8. The purpose of course content for program and learning is evident
N/A 1
2
3
4
5
9. Course materials provide depth and breadth appropriate for course objectives
N/A 1
2
3
4
5
10. Learning objectives address content mastery
N/A 1
2
3
4
5
COMMENTS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
OVERALL EVALUATION ________ of possible _________
SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE
INSTRUCTIONAL ASSESSMENT
FACULTY EVALUATION
Evaluator_____________________________________
Type of Evaluation Self
Peer
Head Faculty
(circle one)
Date ___________ Semester____________
NAME_______________________________________
POSITION___________________________________
COURSE____________________________________
MATERIALS EVALUATED and NUMBER EVALUATED
___ Syllabus (attach)
___ Assignments (attach)
___ Exams (attach)
___ Study Sheets (attach)
___ Other (describe/attach) ______________________________________________________
DESCRIPTION OF SCALE
1 – never or strongly disagree
2 – almost never or disagree
3 – sometimes or undecided or unclear
4 – almost always or agree
5 – always or strongly agree
N/A – not applicable
FACULTY EVALUATION FORM
1. Types of assessments selected measure stated learning objectives
N/A
1
2
3
4
5
2. Types of assessments selected are consistent with course activities and resources
N/A
1
2
3
4
5
3. Types of assessments, measures, and questions are clear and explicit
N/A 1
2
3
4
5
4. Types of assessments provide diverse means for sufficient student demonstration of
learning success (e.g., multiple choice, essay, oral, team projects, research project, etc.)
N/A
1
2
3
4
5
5. Assessment and measurement strategies provide feedback to student
N/A
1
2
3
4
5
6. Grading policy is transparent and understandable to student
N/A
1
2
3
4
5
COMMENTS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
OVERALL EVALUATION ________ of possible _________
SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE SAMPLE
COURSE MANAGEMENT
FACULTY EVALUATION
Evaluator_____________________________________
Type of Evaluation Self
Peer
Head Faculty
(circle one)
Date ___________ Semester____________
NAME_______________________________________
POSITION___________________________________
COURSE____________________________________
MATERIALS EVALUATED and NUMBER EVALUATED
Describe ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
DESCRIPTION OF SCALE
1 – never or strongly disagree
2 – almost never or disagree
3 – sometimes or undecided or unclear
4 – almost always or agree
5 – always or strongly agree
N/A – not applicable
FACULTY EVALUATION FORM
1. Timely reporting of enrollment accuracy/attendance
N/A 1
2
3
4
5
2. Timely request of books, materials on reserve
N/A 1
2
3
4
5
3. Timely reporting of grades
N/A 1
2
3
4
5
4. Timely reporting of necessary departmental reports
N/A 1
2
3
4
5
5. Posted office hours
N/A 1
2
3
4
5
6. Response to student queries through office
N/A 1
2
3
4
5
7. Appropriate use of departmental resources
N/A 1
2
3
4
5
COMMENTS__________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________