Designing Evaluation for Improving Teaching and Student Learning:
Effective teaching has always been important, and, in recent years, the effectiveness of programs to produce high-quality teachers has become an issue of national concern.
There are many dimensions to evaluation and many different ways by which data can be collected. The data and methods required to evaluate the effectiveness of teacher education programs ought to be informed by well-established scientific methods that have evolved in the science of psychology, which at its core addresses the measurement of behaviour.
This web page offers a set of prompts to consider when designing evaluation for improving teaching and student learning.
Strategies for Designing Evaluation for Improving Teaching and Student Learning:
· Use student learning outcome data to assess teacher education programs
· In the absence of student achievement data, student surveys may take on additional significance, as they are more highly correlated with student achievement than are surveys completed by other raters.
· Observation of teachers’ interactions and classroom processes helps identify effective practices and can be a valuable tool in building capacity for teaching and learning
· Evaluation involves an ongoing process of inquiry: Given that any program is dynamic and ever-evolving, it is essential that teachers continuously evaluate their current programs. Self-evaluation in dialogue with colleagues or a local adviser (a local system or university colleague) can provide valuable professional learning for the teacher(s) involved, as well as a process for ensuring that the program provides fruitful learning for students. Important questions relate to the extent to which students are engaged and progressing in their learning. Evaluation in this way is closely linked to inquiry-based approaches to teaching and the overall stance the teacher develops.
· Multidimensional approach to evaluating: A good evaluation program should be ongoing, strategic, comprehensive, multidimensional, integrated, and evolving.
Five sources of evaluation feedback
Student feedback
Self-evaluation
Recordings
Student performance
Outside evaluators
For more information refer to https://www.mc.uky.edu/healthsciences/docs/Alternative-Evaluation-Strategies-slides.ppt
· Prompts to consider when designing evaluation for improving teaching and student learning:
1. Embed evaluation in the learning processes for the student and the teacher
2. Plan evaluation with deliberate intent
3. Think carefully about your data collection and sampling procedures.
4. Close the loop: feedback and feed-forward what you learn from your evaluation.
For more information please refer the web site
http://www.griffith.edu.au/__data/assets/pdf_file/0017/119006/GPG-dev.pdf
· Program evaluation instrument: http://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45p_prgevalins.doc
· Guidelines for evaluating teaching and learning in coursework programs:
http://about.unimelb.edu.au/__data/assets/pdf_file/0005/861161/intro_guidelines.pdf
- Evaluating an English Language Teacher Education Program Through Peacock’s Model: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1461&context=ajte
· Guidelines for Evaluating Teaching:
http://www.crlt.umich.edu/tstrategies/guidelines
· Peer Evaluation of Teaching:
http://www.flinders.edu.au/teaching/quality/evaluation/peer-review/
· Evaluation of Teaching:
http://www.crlt.umich.edu/resources/evaluation-teaching
· Evaluation of a teaching program guiding questions booklet:
http://www.education.nt.gov.au/__data/assets/pdf_file/0019/11395/LiteracyGuidingQuestions.pdf
· Evaluation of teacher preparation programs:
http://naeducation.org/cs/groups/naedsite/documents/webpage/naed_085581.pdf
· How can I reflect upon my teaching practice?
http://learnweb.harvard.edu/ALPS/reflect/index.cfm
· South Australian Teaching for Effective Learning: Review Tools handbook
http://www.learningtolearn.sa.edu.au/tfel/files/links/sa_tfel_rth_final_h_1.pdf
· A teachers’ tool for reflective practice:
http://www.mcrel.org/~/media/files/mcrel/homepage/products/01_99/prod35_teach_tool.ashx
· Resources for teachers: Tools for reflection
http://www.fortheteachersblog.org/friday-five-tools-for-reflection/#.VOWSLvmUeSo
· Beginning teachers and reflective practice - setting the scene:
http://ehlt.flinders.edu.au/education/reflectivepractice/reflect/Beginning%20teachers.pdf
Tools for reflecting on your teaching:
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/professional-development/enhancing-your-teaching/tools-reflecting-teaching
Using ePortfolios as a reflective teaching tool
https://tv.unsw.edu.au/files//unswPDF/CS_ePortfolios_LTTO.pdf
Effective teaching has always been important, and, in recent years, the effectiveness of programs to produce high-quality teachers has become an issue of national concern.
There are many dimensions to evaluation and many different ways by which data can be collected. The data and methods required to evaluate the effectiveness of teacher education programs ought to be informed by well-established scientific methods that have evolved in the science of psychology, which at its core addresses the measurement of behaviour.
This web page offers a set of prompts to consider when designing evaluation for improving teaching and student learning.
Strategies for Designing Evaluation for Improving Teaching and Student Learning:
· Use student learning outcome data to assess teacher education programs
· In the absence of student achievement data, student surveys may take on additional significance, as they are more highly correlated with student achievement than are surveys completed by other raters.
· Observation of teachers’ interactions and classroom processes helps identify effective practices and can be a valuable tool in building capacity for teaching and learning
· Evaluation involves an ongoing process of inquiry: Given that any program is dynamic and ever-evolving, it is essential that teachers continuously evaluate their current programs. Self-evaluation in dialogue with colleagues or a local adviser (a local system or university colleague) can provide valuable professional learning for the teacher(s) involved, as well as a process for ensuring that the program provides fruitful learning for students. Important questions relate to the extent to which students are engaged and progressing in their learning. Evaluation in this way is closely linked to inquiry-based approaches to teaching and the overall stance the teacher develops.
· Multidimensional approach to evaluating: A good evaluation program should be ongoing, strategic, comprehensive, multidimensional, integrated, and evolving.
Five sources of evaluation feedback
Student feedback
Self-evaluation
Recordings
Student performance
Outside evaluators
For more information refer to https://www.mc.uky.edu/healthsciences/docs/Alternative-Evaluation-Strategies-slides.ppt
· Prompts to consider when designing evaluation for improving teaching and student learning:
1. Embed evaluation in the learning processes for the student and the teacher
2. Plan evaluation with deliberate intent
3. Think carefully about your data collection and sampling procedures.
4. Close the loop: feedback and feed-forward what you learn from your evaluation.
For more information please refer the web site
http://www.griffith.edu.au/__data/assets/pdf_file/0017/119006/GPG-dev.pdf
· Program evaluation instrument: http://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45p_prgevalins.doc
· Guidelines for evaluating teaching and learning in coursework programs:
http://about.unimelb.edu.au/__data/assets/pdf_file/0005/861161/intro_guidelines.pdf
- Evaluating an English Language Teacher Education Program Through Peacock’s Model: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1461&context=ajte
· Guidelines for Evaluating Teaching:
http://www.crlt.umich.edu/tstrategies/guidelines
· Peer Evaluation of Teaching:
http://www.flinders.edu.au/teaching/quality/evaluation/peer-review/
· Evaluation of Teaching:
http://www.crlt.umich.edu/resources/evaluation-teaching
· Evaluation of a teaching program guiding questions booklet:
http://www.education.nt.gov.au/__data/assets/pdf_file/0019/11395/LiteracyGuidingQuestions.pdf
· Evaluation of teacher preparation programs:
http://naeducation.org/cs/groups/naedsite/documents/webpage/naed_085581.pdf
· How can I reflect upon my teaching practice?
http://learnweb.harvard.edu/ALPS/reflect/index.cfm
· South Australian Teaching for Effective Learning: Review Tools handbook
http://www.learningtolearn.sa.edu.au/tfel/files/links/sa_tfel_rth_final_h_1.pdf
· A teachers’ tool for reflective practice:
http://www.mcrel.org/~/media/files/mcrel/homepage/products/01_99/prod35_teach_tool.ashx
· Resources for teachers: Tools for reflection
http://www.fortheteachersblog.org/friday-five-tools-for-reflection/#.VOWSLvmUeSo
· Beginning teachers and reflective practice - setting the scene:
http://ehlt.flinders.edu.au/education/reflectivepractice/reflect/Beginning%20teachers.pdf
Tools for reflecting on your teaching:
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/professional-development/enhancing-your-teaching/tools-reflecting-teaching
Using ePortfolios as a reflective teaching tool
https://tv.unsw.edu.au/files//unswPDF/CS_ePortfolios_LTTO.pdf