evaluating teaching in higher education

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Evaluation of Teaching ESDM016 DR EMMA KENNEDY 25/11/15

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Page 1: Evaluating Teaching in Higher Education

Evaluation of Teaching

ESDM016 DR EMMA KENNEDY25/11/15

Page 2: Evaluating Teaching in Higher Education

What makes higher education valuable?

You have a younger relative who is choosing a university course (they are choosing between universities, they already know the subject).

What aspects of the institution and degree course would you tell them to investigate in order to make this decision, and why?

Classroom facilities?

Staff-student ratio?

Library facilities?

Employability?

Contact hours?

Assessment methods?

NSS results? Dropout rate?

Page 3: Evaluating Teaching in Higher Education

What is evaluation? From Ellington, Percival and Race (1988) Handbook of Education Technology:

"Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of education or training as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have." 

•Used to help improve teaching in an ongoing process Formative•Used to make personnel decisions: is X a good teacher?Summative

Page 4: Evaluating Teaching in Higher Education

Common questions

Why am I evaluating teaching practice?

What am I evaluating?

What are the sources of

information?

What methods can I use?

Page 5: Evaluating Teaching in Higher Education

Common evaluation methods

Observation of

teachingIn-class surveys

Online evaluation

formsInformal

questions

External examinati

on to evaluate assessme

nt

Personal reflection

What are the advantages and disadvantages of each method?

Page 6: Evaluating Teaching in Higher Education

Who carries out evaluation?

Student evaluation• Informal• Formal• In-class• Online

Peer observation• In dept,

school, Trust

• In PGCAP or similar

Self-evaluation• Reflective

exercise on PGCAP or CILT

• Ongoing development activity

Observation by mentor• Probatio

n mentor

• SADM/CAPD mentor

External evaluation• External

observation of teaching

• External examiner evaluates assessment process

Page 7: Evaluating Teaching in Higher Education

Why evaluate? Internal drivers

Self-improvement of teaching and students’ learning

Wish to know what worked and what didn’t – development of teaching and action research

Help own productivity and satisfaction

External drivers

QAA

Internal department quality

Professional Bodies (e.g. NHS standards)

Promotion?

Reputation

Student satisfaction

Page 8: Evaluating Teaching in Higher Education

What would you do?Pick a scenario from the

handout

In your scenario: do you need to evaluate

your teaching?

If so, which evaluation method/s

would be most effective?

Come up with an Evaluation Action

Plan: when, where, who and how will you

evaluate?

Page 9: Evaluating Teaching in Higher Education

Issues with evaluationStudent evaluations mirror performance (& teacher effectiveness?) Clayson (2009), ‘Student Evaluations of Teaching: Are they related to what

students learn?’ Journal of Marketing Education 31:1, 16-30. This meta-analysis discovers a small relationship between positive evaluation and effective learning but that it differs between disciplines and teaching contexts.

Gender bias in student evaluations Driscoll and Hunt (2014), ‘What’s in a Name: Exposing Gender Bias in Student

Ratings of Teaching’ Innovative Higher Education 40, 291-303. This study examines student ratings of teachers of online courses – students rated the same teacher lower when they thought it was a woman than when they thought it was a man.

Interesting tool on gender bias in SET (using ratemyprofessor.com: http://benschmidt.org/profGender/

Statistical problems with Student Evaluation of Teaching (SET) Stark and Freishtat (2014) find that SET overall throws up lots of statistical

problems and caution against measuring performance by SET alone.

Do these issues mean that we shouldn’t evaluate?