inspiration day 2007
DESCRIPTION
Inspiration Day 2007. To Evaluate or not Evaluate (Our Teaching), That is the Question. Let me ask you some questions. Can you think of a time when you have been asked to evaluate something? A class when you were a student? A seminar you’ve attended? - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/1.jpg)
Inspiration Day 2007
To Evaluate or not Evaluate (Our Teaching),
That is the Question
![Page 2: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/2.jpg)
Let me ask you some questions•Can you think of a time when you have been asked to evaluate something? •A class when you were a student? •A seminar you’ve attended? •Our IT services at BI?
•Did you believe your feedback was useful?•Who can give us feedback on our programmes and classes?•Are university students capable of ’critical thinking’?
![Page 3: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/3.jpg)
Two Dimensions of Teaching Evaluations
•Driven by the teacher to improve teaching
•Carried out by administration staff – as a quality assurance tool
![Page 4: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/4.jpg)
Key Questions Today:
• Which factors impact students’ evaluations of teachers?
• What recent research findings can we learn from?
• Process evaluations - some personal experiences
![Page 5: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/5.jpg)
•
• Which of the following factors can lead to higher student evaluation of teachers ?• Factors very important quite important not important• 1) Giving high grades___________________________________________________ _• 2) Giving less work__________________________________________________ ____• 3) Having high ability,• & highly motivated students_________________________________________ ___• 4) Having smaller classes_________________________________________ ________• 5) Having a popular time• e.g. middle of the day____________________________________________ ______• 6) Good ‘student perceived’• learning outcomes____________________________________________ _________• 7) Having teachers who are researchers______________________________________________________
• 8) Having a level & speed • in the classroom which is • easy________________________________________________ ___________ _• 9) Teachers who vary teaching• methods to attract different• types of students________________________________________ _____________• 10) Being well prepared & inviting • questions______________________________________________ _____________• 11) Having a Likeable teacher______________________________________________________________• 12) Being an experienced teacher _________________________ __________________• 13) Teaching an ‘easy’ or popular• subject_______________________________________________ ______________• 14) Having a good language level• In the language you teach in____________________________ _ _______________• 15) Availability for help________________________________ _ ___________________• 16) Being a teacher with• a high status title_____________________________________ _________________
![Page 6: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/6.jpg)
What Recent Research Findings Can We Learn From? Summary by G Warner-Søderholm
Will Teachers receive higher student evaluations by giving higher grades and less coursework (John Centra)
• 72% believed course difficulty impacted their evaluations• 68% believed that grading leniency mattered• 60% believed course workload mattered• Smaller classes get higher evaluations!• Teachers in their first year get lower evaluations!• Instructor helpfullness matters!
• ”Teachers will not likely improve their evaluations by giving higher grades and less coursework. – They will however improve their evaluations and probably their instruction if they respond to consistent student feedback about instructional practices”
• ”Given the increased emphasis on using evaluations in tenure and promotion-a teacher’s temptation to maniplulate grades is a possibility”
![Page 7: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/7.jpg)
Judging University Teaching – Keith Trigwell – a brief summary:
• Good teaching is oriented towards high quality student learning
• Good teaching is scholarly
• Teaching involves planning, compatability, content knowledge, being a learner, reflection and a way of thinking about teaching and learning
• ”Unless the criteria being used to judge teaching are consistent with criteria being used to develop teaching, little will be achieved”.
![Page 8: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/8.jpg)
Good Practices- Improving Student Evaluations – Brainstorming Activity
Faculty workshops?
Checklist - Good Practices:
![Page 9: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/9.jpg)
What are the Dangers of Evaluations Being Controlled by Administrators as ’Quality Assurance Tools’ ?
• Without any underlying intention of improvement• As a control function• Adminstration dominated quality assurance decisions• An over-reaction to external quality assurance should be
avoided• Questions of assessment should be secondary to these
questions:• - What do we want our students to know?• - What do we want our teachers to know?• Evaluation for accountability has become an essential
part of today’s higher education
![Page 10: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/10.jpg)
Case Work – BI’s Formative and Summative Evaluation Strategy Plan:• Formative Evaluations:
• Stage 1: Week 3 – class evaluation meeting• Stage 2: Meeting between lecturer & class representative• Step 3: ’Contract agreed’ between class rep. & teacher• Step 4: Head of year /programme analyses reports• Step 5: All class representatives meet to evaluate all
programmes & report to admin.• Step 6: Neccessary actions taken
• Summative Evaluations:
• 1) Confirmit evaluations sent to students at the end of semester• 2) Processed data sent to lecturers 2/3 months later
![Page 11: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/11.jpg)
Conclusion• Evaluation is a continuous process – essential before,
during and after a course. Evaluation at the end is the least valuable to the teacher
• For students, the quality of teaching is about how effectively teaching engages them and urges them towards a deep approach
• We need to question the validity of external quality assurance processes yet be accountable and use feedback effectively
![Page 12: Inspiration Day 2007](https://reader033.vdocuments.net/reader033/viewer/2022051416/568144b7550346895db17ebf/html5/thumbnails/12.jpg)