LANE 462

By:By:By:By:

Dr. Dr. Dr. Dr. ShadiaShadiaShadiaShadia YousefYousefYousefYousef BanjarBanjarBanjarBanjar

http://SBANJAR.kau.edu.sa/

http://wwwdrshadiabanjar.blogspot.com

Evaluating Your Own Teaching

7/25/2010 1Dr. Shadia Yousef Banjar

•Doing good evaluation is like doing good research.

In both cases, you are trying to answer some

important questions about an important topic.

•The key to doing both activities well is:

(a) identifying the right questions to ask and

(b) figuring out how to answer them.

A Definition of "Evaluation"

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(b) figuring out how to answer them.

Basically they are:

1. "How well am I teaching?

2. Which aspects of my teaching are good and

which need to be improved?“

WHAT ARE THE KEY QUESTIONS IN THE

EVALUATION OF TEACHING?

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which need to be improved?“

The first question attempts to provide a global

assessment, while the second is analytical and

diagnostic in character.

•Teachers should evaluate their teaching for two

reasons:

•to document the quality of one’s teaching to

others in a portfolio.

•to perform a better job and to have a more

Why Evaluate?

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•to perform a better job and to have a more

enjoyable experience.

THE EFFECT OF EVALUATION ON OUR TEACHING

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How to Evaluate?

There are five basic sources of

information that teachers can use to

evaluate their teaching. All evaluation

efforts use one or more of these basic

sources. Each of these five sources has a

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sources. Each of these five sources has a

unique value as well as an inherent

limitation.

These five sources of information are :1. self-monitoring ,2. audio -tape/video -tape ,3. information from students ,4. students’ test results , and 5. outside observers .

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TechniquesUnique Value and

Recommended

Frequency

LimitationsAppropriate Response to

Limitations

1. Self-monitoring

2. Audio-tape/video-tape

3. Information from students

a. Questionnaires

(1) Beginning of year

Each of The Each of The Each of The Each of The

fivefivefivefive sources of sources of sources of sources of

information information information information

has its unique has its unique has its unique has its unique

value, value, value, value,

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(1) Beginning of year

(2) Mid-year

(3) End-of-year

b. Interviews

4. Students' test results

5. Outside observers

a. Fellow faculty member

b. Admin./Senior Fac.

Member

c. OU Instruc. Devel. Prog.

value, value, value, value,

recommended recommended recommended recommended

frequency, frequency, frequency, frequency,

limitation, and limitation, and limitation, and limitation, and

appropriate appropriate appropriate appropriate

response to response to response to response to

that limitation. that limitation. that limitation. that limitation.

Self-monitoring

Self-monitoring is what people do semi-automatically

and semi-consciously whenever they teach. Most of

their mental activity is concerned with making the

presentation or leading the discussion. But one portion

of their mental attention is concerned with:

a. "How is it going?“

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a. "How is it going?“

b. "Are they with me?"

c. "Am I losing them?“

d. "Are they interested or bored?"

• Unique Valuea. The first value is immediate and constant attention concerned

with “How is it going?”, “Are they with me”, “Are they interested or bored”, etc.

b. A second value is created by the teacher by looking at the situation and say “This is what is happening”

• FrequencyThis does and should happen all the time. We may only take a mental pause every few minutes to size up the situation. But by comparison with the other sources of information this takes

Self-monitoring

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comparison with the other sources of information this takes place continuously.

• LimitationPersonal judgment may lack complete objectivity• Appropriate ResponseTo turn to an objective source of information without subjective bias.

•Special value

Putting a video or audio recorder gives the teacher a totally objective

information: what she said, how much time she spent in a topic, and

how often she moved around.

•Frequency. an audio recording is preferably twice in each semester course. This gives a chance to see if any speech problems are there,

the second recording is to check if they are under control. Video

Audio -tape/video -tape

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the second recording is to check if they are under control. Video

recordings are probably useful once every year or two.

•Limitation

Despite that the audio/video tape shows the actual behavior, it does not

show the effect of that behavior on students

•Appropriate Response

To get a source of information that shows the effect of behavior (i.e. the

students themselves)

•Special value:The student is the best person to judge whether the teaching is exciting or dull. The teacher can get the student opinion through two ways: questionnaires & interviewsa. questionnaires include students characteristics (e.g. major, GPA, reasons for taking the course), students characteristics of the teaching (e.g. clear, organized, interesting), amount learned, overall assessment of the course and/or the teacher.Special value is in obtaining responses of the whole classThe limitation is that they can only ask a question once.b. interviews either by the teacher or an outside person Special value is in identifying unanticipated strengths & weaknesses, probing and

Information from students

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Special value is in identifying unanticipated strengths & weaknesses, probing and following-up on topics that need clarification.The limitation is that they can be used only with a sub-set of the class, not the whole class.•General limitationsis that students may have negative feelings about women, for example, or people who are ethically different from themselves. Also, the students can address what is taught but not what might be taught•Appropriate ResponseTo seek for the information from someone with a professional understanding of the possibilities of good teaching.

•Special value

Tests results assess the quality of student learning and, accordingly, assess

the quality of teaching.

•Frequency. Weekly or even daily feedback is much more effective to know whether students are learning what they need to learn as the course goes

along considering that not all tests need to be graded and recorded!

•Limitation

The students may have low or good grade, but not because the teacher was

Students’ test results

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The students may have low or good grade, but not because the teacher was

bad or good.

•Appropriate response

Students themselves have to answer the question of whether the teacher was

helpful.

•Special value

The outsider has no personal issue, so s/he is free to reach positive and

negative conclusions . Also, being professional, s/he can bring the

expertise that supplements both the teacher and the students.

•Limitation

The outside observer can only visit one or two class sessions, and not the

rest of the course.

Outside observers

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rest of the course.

•Appropriate response

To use a different source either a different kind of outside observer or one

of the other sources.

Each source of information offers a special

kind of information that none of the others

do. Thus, it is recommended to refer to all

of the five sources.

Conclusion

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of the five sources.

EVALUATING YOUR OWN TEACHING

By L. Dee Fink

Published in Improving College Teaching by Peter Seldin (ed.).

Reprinted here with permission of the University of Oklahoma Instructional

Development Program, July 20, 1999.

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/evalu

ate.htm

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