Instruction Assessment: Practices for Teachers
Midterm Assessment Consulting
Frequent feedback from students can help instructors
better meet their needs. Final course instructor surveys
(CIS) occur too late to make adjustments that could
help current students learn more effectively. An Ongoing
Course Assessment (OCA) allows instructors to conduct
surveys, and students to take the surveys at various
times during the length of the curriculum. Frequent
use of OCS tools throughout the semester ensures that
the learning experience is continuous and that course
goals are being met with little or no adjustment necessary.
A
Teaching Goals Inventory
To determine how well you are achieving your goals, you
can use this scale to create a list of them and assess
the degree to which each has been achieved so far.
The
Research Behind Student Evaluations
Student evaluations are one of the most thoroughly researched
forms of teaching evaluation currently available. The
number of studies that have attempted to validate (or
dispute the value of) student evaluations runs into the
thousands. In general, the vast majority of the carefully
conducted research concludes that student evaluations
are reliable and valid.
Research
Findings Concerning Evaluation of Faculty
If we ask ourselves "WHY do self-evaluation?",
we would agree that it helps us grow in many ways and
improve our teaching.
Evaluation of Teaching: Self-Evaluation
Techniques and Forms
Teaching is comprised of a set of basic skills which can
be observed, practiced, and improved. These basic skills
are described here.
Classroom
Assessment Techniques (pdf)
Alternative activities for assessing learning.
Small
Group Instructional Diagnosis (pdf)
A very effective strategy for gathering information in
a timely manner is to set aside 30 minutes of class time
to do a small group instructional diagnosis. This document
provides excellent guidelines on how to gather oral feedback
from your students.
Enhancing
Professional Practice
This teaching framework, presented by Charlotte Danielson,
is based on the PRAXIS III: Classroom Performance Assessments
criteria developed by the Educational Testing Service.
It identifies various aspects of a teacher's responsibilities
as promoting improved student learning. Those responsibilities
seek to define what teachers should know and be able to
do. In this framework, the complex activity of teaching
is divided into 22 components clustered into four
domains of teaching responsibility. Although the components
are distinct, they are also related to one another: A
teacher's planning and preparation affect instruction,
and all these are affected by the reflection on practice
that accompanies a unit and lesson.
This framework is designed to meet the needs of both
novice teachers, and experienced teachers, and highly
accomplished teachers. Since the 2004 school year, as
part of an on-going study in teaching practices through
Walden
University, I have been regularly following this
assessment criteria of PRAXIS III's Professional Goals
& Classroom Expectations.
In the Fall of 2007, Marshall
School adopted the Enhancing Professional Practice.
Faculty members were asked to review the system, declair
professional practice goals, and begin the assessment
process. My past and current goals are listed below.
My Professional Goals & Classroom Expectations (2007-2011 Marshall
School):
My Professional Goals & Classroom Expectations (2014-2019 The College of St. Scholastica):
Bibliography
Click here to view the
rubrics4assessment.net Bibliography
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