Teaching Evaluation


There’s no simple way of evaluating the teaching quality of the teacher. However, by analyzing the purposes of evaluation and by choosing different methods of evaluation that suit those purposes, one can utilize evaluation systems that are reliable, valid, and fair. Another important to consider is the process of discussing and choosing evaluation systems that focuses attention on the practice of good teaching and helps to create a culture in which teaching is highly valued.

The following are some of the principles of teaching evaluation that may be considered by the colleges and universities:

1. Using multiple methods of teaching evaluation involving multiple sources of data.

– This is an important consideration in teaching evaluation for improvement purposes.

2. Determine the criteria for effective teaching.

– Different disciplines require different methods and settings for instruction, so then it requires different methods and criteria for evaluation. Teaching evaluation systems can be flexible to accommodate diversity in instructional methods (examples: lecture, discussion, lab work, case study, small group interaction, practicum, field work, field trips, etc.)

3. Effective teaching evaluation must be individualized.

– A teaching evaluation plan to individual variation should be developed.

4. Evaluation of teaching must assess more than classroom performance.

–  Activities that may be assessed are the level or quality of classroom instruction, development of classroom materials, supervision of the students, one-on-one consultation with students, supervision of laboratory instruction, advising students, and supervising field work and
practicum experiences.

 

Source:

Center of Research on Teaching and Learning, University of Michigan (http://www.crlt.umich.edu)

 

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