teacher evidence matrix - eprints.qut.edu.au evidence matrix 66440.pdf · teacher evidence matrix 1...

an evaluation using multiple lines of evidence

Lyn Alderman

Teacher evidence matrix

This resource has been adapted from a Commonwealth of Australia publication entitled Quality achievement matrix (Version 2), published by Enterprise and Career Education Foundation Limited (n.d.).

Under the terms of the copyright of that work, this resource has been reproduced (in part) for tertiary education training purposes and will not be used commercially or offered for sale.

Published by the Lyn Alderman (c) 2008ISBN 978-0-9872327-2-4

Contentspage

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Measuring achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Teacher evidence matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Evidence guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Influencing the content of your institution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Developing professionally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Evaluating teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Assessing and giving feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Teaching for learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Relating to students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Designing for learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Action plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

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1Teacher evidence matrix

IntroductionWelcome to the Teacher evidence matrix. This matrix is designed for highly qualified discipline experts to evaluate their teaching in a systematic manner.

The primary purpose of the Teacher evidence matrix is to provide a tool that an academic staff member at university can annually review their teaching. The annual review will result in you being ready for performance, planning and review; promotion; awards; or employment application.

This tool is designed for individual use and will lead to an action plan for implementation.

I hope you find this tool useful in your teaching review.

Lyn AldermanManager, Academic Quality & StandardsLearning & Teaching UnitQueensland University of [email protected]

2 Teacher evidence matrix

Measuring achievementThe Teacher evidence matrix is designed for you to ‘score’ your own teaching. This will help you to determine where you currently stand and assist in identifying priority areas for review.

There is no ‘pass’ or ‘fail’; this is simply a way for you to measure your progress on an annual basis.

3 pointsis outstanding across the element

2 pointsis working well but some aspects could be better

1 pointis happening but definitely could be better

0 pointsnot happening at all

You can use the ‘Evidence guide’ to help you to scoreyour teaching. There should be a number of ‘Indicators of evidence’ for each of the criteria, and you might like to develop some more discipline-specific indicators to suit your teaching context.

The results of the ‘scoring’ exercise can assist you to prioritise areas for review and then to complete the ‘Action plan’.


Influencing the context of your

institution

Scor

e

Developing professionally

Scor

e

Evaluating teaching

Scor

e

Exce

llent

1.8 Preparing and writing policies on Teaching and Learning for your institution and/or more widely

2.8 International recognition within your specialist area, teaching and/or learning

3.8 All activity is linked to a comprehensive plan which is reviewed annually

1.7 Office holder of Teaching and Learning Committees at local, state and national level

2.7 Membership of national peak bodies

3.7 Prepare an application for promotion, job application, teaching award or grant

1.6 Membership of Teaching and Learning Committees at local, state and national level

2.6 Present scholarly papers at Teaching and Learning conferences

3.6 Write a statement of teaching philosophy

1.5 Maintain familiarity with national policy

2.5 Office holder of professional groups at local, state and national level

3.5 A process for ongoing monitoring of progress is in place

1.4 Experience and information is shared with colleagues

2.4 Formal qualifications in higher or adult education are achieved

3.4 Effective written feedback from all stakeholders is used in the review of teaching

1.3 Model good teaching and promote this with junior members of academic staff

2.3 Membership in professional bodies and attendance of conferences

3.3 A range of evaluation strategies are used

Foun

datio

n

1.2 Teaching is within the guidelines of University policies on teaching and learning and appropriate industry peak bodies

2.2 Literature from professional bodies in specialist area, and Teaching and Learning are reviewed regularly

3.2 Feedback on teaching is sought from a variety of sources

1.1 Administrative system is constantly reviewed to improve efficiency

2.1 The need for effective planning is recognised

3.1 Teaching is reflected upon on a regular basis

Total scores


3 pointsis outstanding across the element (all universities, all industry areas)

2 pointsis working well but some aspects could be better

1 pointis happening but there is room for improvement and development

0 pointsis not happening at all


Assessing and giving feedback

Scor

e

Teaching for learning

Scor

e

Relating to students

Scor

e

Designing for learning

Scor

e

4.8 There is an ongoing process for improvement in assessment and the feedback loop

5.8 A national and international reputation for excellence in teaching is sought

6.8 Improvement in the learning experience is constantly sought

7.8 There is an ongoing process to review and refine the learning experience

Exce

llent

4.7 Research of effective assessment models is gathered and considered

5.7 Engage in research on teaching and learning in higher education

6.7 Students recognise the benefit of learning from each other and from working in groups

7.7 Students recognise the benefits of developing life - long learning skills

4.6 Assessment critique and review is sought on a regular basis

5.6 Feedback is respected and informs the review process for teaching

6.6 Ethical conduct is modelled and academic integrity built into all aspects of the course

7.6 Higher order thinking skills or deep approach to learning is embedded within all aspects of the course

Teac

her e

vide

nce

mat

rix4.5 Feedback from a range of sources is an integral part of teaching, assessment and curriculum review

5.5 Scholarly reading on teaching in higher education journals and conference proceedings

6.5 The delivery style can accommodate different cohorts of students

7.5 Attendance and participation is encouraged through learning activities

4.4 Assessment tasks are centred around delivery of quality evaluation of learning

5.4 Theories of teaching adult learners underpin teaching/learning activities

6.4 Students have clear responsibilities for active engagement in the learning

7.4 Theories of higher or adult learning underpin teaching/ learning activities

4.3 Feedback from students is sought at least once a year and results are communicated to stakeholders

5.3 Observation of peers and team teaching opportunities are sought on a regular basis

6.3 There is an environment of mutual respect

7.3 Teaching/learning activities are designed to promote learning

4.2 Processes for resolving problems and complaints are developed and promoted

5.2 Different teaching strategies will be used throughout a course delivery

6.2 Recognise and build each student’s life experience into the course and your teaching

7.2 Support services such as advice, library and learning teaching styles are used

Foun

datio

n

4.1 Assessment tasks, learning objectives and teaching methods are aligned

5.1 Teaching style is clearly outlined and reinforced to students

6.1 Student’s individual and group workload is appropriate to weighting and credit points

7.1 The environment is safe and conducive to learning

Total scores


Evidence guideInfluencing the context of your institution

This category explores how some aspects of teaching and learning are influenced by the institutional, political and social contexts in which they occur.

Criteria Criteria score

Score for each indicator

of evidence

Indicators of evidence

1.8 Preparing and writing policies on Teaching and Learning for your institution and/or more widely

1.7 Office holder of Teaching and Learning Committees at local, state and national level

1.6 Membership of Teaching and Learning Committees at local, state and national level

1.5 Maintain familiarity with national policy

1.4 Experience and information is shared with colleagues

1.3 Model good teaching and promote this with junior members of academic staff

1.2 Teaching is within the guidelines of University policies on teaching and learning and appropriate

1.1 Administrative system is constantly reviewed to improve efficiency


Evidence guideDeveloping professionally

This category explores how to improve the quality of teaching and learning through staff actively extending their knowledge and skills not only in their discipline of profession but also in their teaching.



of evidence


2.8 International recognition within your specialist area, teaching and/or learning

2.7 Membership of national peak bodies

2.6 Present scholarly papers at Teaching and Learning conferences

2.5 Office holder of professional groups at local, state and national level

2.4 Formal qualifications in higher or adult education are achieved

2.3 Membership in professional bodies and attendance of conferences

2.2 Literature from professional bodies in specialist area, and Teaching and Learning are reviewed

2.1 The need for effective planning is recognised


Evidence guideEvaluating teaching

This category examines how the evaluation of teaching and subjects/courses for purposes of development involves collecting information from a range of sources by a range of methods and using that information to make

change.



of evidence


3.8 All activity is linked to a comprehensive plan which is reviewed annually

3.7 Prepare an application for promotion, job application, teaching award or grant

3.6 Write a statement of teaching philosophy

3.5 A process for ongoing monitoring of progress is in place

3.4 Effective written feedback from all stakeholders is used in the review of teaching

3.3 A range of evaluation strategies are used

3.2 Feedback on teaching is sought from a variety of sources

3.1 Teaching is reflected upon on a regular basis


Evidence guideAssessing and giving feedback

This category explores how students’ approaches to learning are directly affected by the type of assessment that is used. Effective assessment encourages deep learning with the content material of the subject/course.



of evidence


4.8 There is an ongoing process for improvement in assessment and the feedback loop

4.7 Research of effective assessment models is gathered and considered

4.6 Assessment critique and review is sought on a regular basis

4.5 Feedback from a range of sources is an integral part of teaching, assessment and curriculum review

4.4 Assessment tasks are centred around delivery of quality evaluation of learning

4.3 Feedback from students is sought at least once a year and results are communicated to

4.2 Processes for resolving problems and complaints are developed and promoted

4.1 Assessment tasks, learning objectives and teaching methods are aligned


Evidence guideTeaching for learning

This category addresses the way appropriate role models, precisely structured learning activities and encouraging students to think about learning processes can enhance the learning and skill development in a subject/course.



of evidence


5.8 A national and international reputation for excellence in teaching is sought

5.7 Engage in research on teaching and learning in higher education

5.6 Feedback is respected and informs the review

5.5 Scholarly reading on teaching in higher education journals and conference proceedings

5.4 Theories of teaching adult learners underpin teaching/learning activities

5.3 Observation of peers and team teaching opportunities are sought on a regular basis

5.2 Different teaching strategies will be used throughout a course delivery

5.1 Teaching style is clearly outlined and reinforced to students


Evidence guideRelating to students

This category examines the need for a climate of mutual respect, trust and open communication where students can discuss their concerns and issues without anxiety and work in a variety of situations with confidence.



of evidence


6.8 Improvement in the learning experience is constantly sought

6.7 Students recognise the benefit of learning from each other and from working in groups

6.6 Ethical conduct is modelled and academic integrity built into all aspects of the course

6.5 The delivery style can accommodate different cohorts of students

6.4 Students have clear responsibilities for active engagement in the learning

6.3 There is an environment of mutual respect

6.2 Recognise and build each student’s life experience into the course and your teaching

6.1 Student’s individual and group workload is appropriate to weighting and credit points


Evidence guideDesigning for learning

This category examines the cohesion between the different aspects of a subject/course and how the student’s perception of the subject/course and the expectations of the learning can impact on student learning.



of evidence


7.8 There is an ongoing process to review and refine the learning experience

7.7 Students recognise the benefits of developing life long- learning skills

7.6 Higher order thinking skills or deep approach to learning is embedded within all aspects of the course

7.5 Attendance and participation is encouraged through learning activities

7.4 Theories of higher or adult learning underpin teaching/ learning activities

7.3 Teaching/learning activities are designed to promote learning

7.2 Support services such as advice, library and learning teaching styles are used

7.1 The environment is safe and conducive to learning

action plan


Outcomes to be achieved Actions

Action plan


Name of teacher ______________________________________________ ______________________________________________

Name of category to be ______________________________________________improved ______________________________________________

Outcome of plan ______________________________________________ ______________________________________________

The indicators that tell us ______________________________________________we have achieved this ______________________________________________outcome are ______________________________________________

Who will do it? How will it be done? By when?

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