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Teaching Assessment Options

 

The purpose of this resource is to inform school leaders, department chairs, and faculty of the various approaches and methods for assessing and evaluating instruction. In light of the recent policy change (linked below), the CTLE can act as a resource to help departments contextualize, implement and assess approaches to augmenting end of the course student evaluations.

How to Use This Resource

This document provides direct links to best and evidence-based practices for teaching assessment and evaluation in higher ed. Resources are organized according to focus: Course Level Assessment; Teaching Observation & Feedback; Curriculum Analysis & Assessment; Pedagogy; Summative Evaluation & Teaching Portfolios; Other Online Tools. Each section has a brief description. Teaching is a multifaceted endeavor. The What, Why & How of instruction and learning are interlinked and often difficult to tease apart. However, if we value high quality teaching and learning, then it deserves concentrated, systematic and scholarly attention. Two of the most important lessons we have learned from studies on evaluating teaching in higher education are that “teaching must be judged using a learning perspective” and that “excellent teachers develop their abilities through constant self-evaluation, reflection, and the willingness to change” (Bain, pp. 167, 172). It is in this spirit that we have constructed this document. Please contact Kim Case, Ph.D., Director of Faculty Success (casek3@vcu.edu) to explore how this work can be contextualized, implemented and assessed within your department.

Policy Change

Annual Assessment of Faculty Performance

Course Level Assessment

This section canvasses different approaches for soliciting feedback from students during the course (mid-term or otherwise) regarding course level perceptions of learning, support, content organization and/or instructional practice.

Teaching Observation & Feedback

Observing a colleague teach can be a significant part of one’s formative assessment efforts for both the observed and the observer. This section highlights various methods for organizing peer observation protocol and procedures that faculty can use as part of a teaching evaluation narrative and/or portfolio.

 

Curriculum Analysis & Assessment

Pedagogy

Formative Assessment

Summative Evaluation & Teaching Portfolios

Other Online Tools

Further Reading

AAC&U. (2016). Transparency and Problem-Centered Learning. Peer Review, 18(1/2).

 

Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.).

 

Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.

 

Benton, S. L. & Cashin, W. E. (2012). IDEA Paper No. 50: Student Ratings of Teaching: A Summary of Research and Literature. Manhattan, KS: The IDEA Center.

 

Berk, R. (2005). A survey of 12 strategies to measure teaching effectiveness. International Journal of Teaching and Learning on Higher Education, 17, 48-62.

 

Boring, A., Ottoboni, K. & Stark, P. A. (2016). Student evaluations of teaching (mostly) do not measure teaching effectiveness. ScienceOpen Research.

 

Cohen, D., Kim, E., Tan, J. & Winkelmes, M. (2013). A Note-Restructuring Intervention Increases Students’ Exam Scores. College Teaching, 61(3), 95-99.

 

Cook, L. & Fusch, D. (2016). One easy way faculty can improve student success. Academic Impressions.

 

Documenting Teaching; Cornell University

 

Documenting Teaching Effectiveness; UC Berkeley

 

Flaherty, C. (2017). Inside Higher Ed.

 

Gianoutsos, D. & Winkelmes, M. (2016). Navigating with transparency: Enhancing underserved student success through transparent learning and teaching in the classroom and beyond. Proceedings of the Pennsylvania Association of Developmental Educators.

 

Head, A. & Hosteller, K. (2015). Mary-Ann Winkelmes: Transparency in teaching and learning. Project Information Literacy, 25.

 

Lauer, C. (2012). A comparison of faculty and student perspectives on course evaluation terminology (J. Groccia and C. L., ed.). San Francisco: Wiley and Sons, Inc., 195-211.

 

McNell, L., Driscoll, A. & Hunt, A. N. (2015). What's in a name: Exposing gender bias in student ratings of teaching. Innovation in Higher Education, 40, 291-303.

 

Picker, C., Bernacki, T. D., Winkelmes, M. (2015). A critical analysis of the transparency in teaching and learning survey: Factor structure, criterion-related validity, and predictive utility.

 

Rudd, M., Nagler, A. & Crumley, H. (2014). Teaching triangles. MedEdPORTAL Publications. http://doi.org/10.15766/mep_2374-8265.9966

 

Smith, B. P. (2007). Student ratings of teaching effectiveness: An analysis of end-of-course faculty evaluations. College Student Journal, 41(4), 788-800.

 

Smith, B. P. & Hawkins, B. (2011). Examining student evaluations of black college faculty: Does race matter? The Journal of Negro Education, 80(2), 149-162.

 

Smith, G. & Anderson, K. J. (2005). Students' ratings of professors: The teaching style contingency for latino/a professors. Journal of Latinos & Education, 4(2), 115-136.

 

Sodoma, B. (2016).  The end of busy work. UNLV Magazine, 24(1), 16-19.

 

Spooren, P., Brockx, B. & Mortelmans, D. (2013). On the validity of student evaluation of teaching: The state of the art. Review of Educational Research, 83(4), 598-642.

 

Stark, P. B. & Freishtat, R. (2014). An evaluation of course evaluations. Science Open Research.

 

Winkelmes, M. (2013). Transparency in learning and teaching: Faculty and students benefit directly from a shared focus on learning and teaching processes. NEA Higher Education Advocate, 6-9.

 

Winkelmes, M. (2013). Transparency in teaching: Faculty share data and improve students' learning. Liberal Education Association of American Colleges and Universities.

 

Winkelmes, M. (2015). Equity of access and equity of experience in higher education. National Teaching and Learning Forum, 24(2), 1-4.

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Winkelmes, M. (2016). Helping faculty use assessment data to provide more equitable learning experiences. NILOA Guest Viewpoints. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

 

Winkelmes, M. (2016). Small Teaching Changes, Big Learning Benefits. ACUE Community ‘Q’ Blog.

 

Winkelmes, M., Bernacki, M., Butler, J. Zochowski, M., Golanics, J. & Harris Weavil, K. (2016). A teaching intervention that increases underserved college students’ success.

 

Winkelmes, M., Copeland, D. E., Jorgensen, E. Sloat, A., Smedley, A, Pizor, P., … Jalene, S. (2015). Benefits (some unexpected) of transparent assignment design. National Teaching and Learning Forum, 24(4), 4-6.

 

Uttl, B., White, C. A. & Gonzalez, D. W. (2016). Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation.

 

Cited Centers for Teaching and Universities