Evaluation of Teaching - Office of the Provost and EVP

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Using Multiple Forms of Evidence to Evaluate Teaching
Additional Resources

Using Multiple Forms of Evidence to Evaluate Teaching

Teaching is a complex activity, and the way that we evaluate teaching should ideally take into account this complexity. Although student evaluations of teaching (SETs) are often the primary way we think about evaluating teaching, there are many other sources that can be used to document effective teaching. In line with the new Teaching Effectiveness Standards and Evaluation (TESE) guidelines, teaching observation is now an essential component of pedagogical growth.

Below is a list of sources that can be used in tandem to evaluate teaching effectiveness.

Visit this page to learn more about Peer Observation Protocols

Source	Description and Resources
Syllabus review	The instructor asks a colleague to evaluate the strengths and weaknesses of the course syllabus using a predetermined set of criteria. Syllabus review can also be conducted as a self-assessment by the instructor. Syllabus Review Guide for Equity-Minded Practice from the Center for Urban Education
Self-assessments	Self-assessments provide a way for instructors to reflect on their practice and identify their strengths and areas for growth. Faculty Self-Assessment Guide from the University of Pittsburg Center for Teaching and Learning Teaching Practices Inventory from the Carl Wieman Science Education Initiative at the University of British Columbia
Direct and indirect measures of student learning	Measures of student learning seek to provide quantitative or qualitative evidence of student performance at a particular time point or student growth over time. Direct measures could include student pretests and posttests, while indirect measures could include student self-assessments of learning. Measures of Learning from the Career Framework for University Teaching, 2020
Student feedback	Student feedback can take a variety of forms, including formal student evaluations of teaching conducted by the university (SETs) as well as informal surveys that the instructor uses to elicit feedback from students. Translating Comments on Student Evaluations into the Language of Learning by Linda C. Hodges and Katherine Stanton, published in Innovative Higher Education, 2007 Making Sense of Student Written Comments by Karron G. Lewis, published in New Directions for Teaching and Learning, 2001
Teaching portfolio	A teaching portfolio is a collection of various sources of evidence that has been assembled by the instructor. Within the portfolio, the instructor may also present written reflections, interpretations, and connections among the sources included. Teaching Portfolios and Course Portfolios from University of Michigan Center for Research on Learning and Teaching Teaching Portfolios from the Vanderbilt Center for Teaching

Additional Resources

Linse, A. R. (2017). Interpreting and using student ratings data: Guidance for faculty serving as administrators and on evaluation committees. Studies in Educational Evaluation, 54, 94-106.

Reihman, G. (2004). Making sense of student evaluations. Lehigh University Center for Innovation in Teaching and Learning.

Page author:
Dr. Rachel Stumpf

Last updated:
November 27, 2023