Imagine that you've just led a training session. Unfortunately, it didn't go as well as you'd hoped. First, you forgot to cover some important points in your presentation. Then, you ran out of time to answer questions, because you had to change your session "on the fly" to cover the points you'd missed.
Evaluation of teaching involves collecting evidence, from various stakeholders, for the purpose of improving the effectiveness of the teaching-learning process. A successful evaluation generates outcomes that are valid, reliable and indicate directions and action for development.
These guidelines suggest five key questions to be addressed when considering the practical issues of evaluating teaching. They stop short of engaging in the wider issues of how such evaluations relate to the educational aims of the taught programme, or to the total experience of the learner; these are issues for attention through the Annual Review of Teaching Scheme.
What is the purpose of the evaluation? The evaluation should centre on: If there is more than one area to focus on, organise these questions into clusters, identifying the focus of each cluster. Avoid too many focus areas as this will confuse the evaluation. Help the evaluator to concentrate their work on a maximum of three key questions and provide you with a constructive and reflective response for each one.
For example, you might want to know about these areas, asking these questions: Area of practice to be considered Questions you might want to be answered The learning experience Are the aims of the session and the learning outcomes clearly stated at the outset and met through the learning and teaching activities?
|IN ADDITION TO READING ONLINE, THIS TITLE IS AVAILABLE IN THESE FORMATS:||Teaching and learning approaches for session 4 April, Following on from the micro teach you now have to talk about some of the decisions that went in to that. Level 3 — Explain and justify the reasons behind your choice of teaching and learning approaches and use of resources for your delivered session.|
|Teaching and learning approaches||Evaluation of Teaching and Learning Obtaining frequent feedback on your teaching Getting regular insight on student learning Soliciting student opinion during the term Assessing a course at the end of the term Educational researchers have found that effective teachers share several characteristics e. Two of these characteristics stand out:|
Are learners motivated and actively engaged in learning? Are they attentive and participating when required?
Is the content presented in an effective and engaging way, employing a variety of methods? Assessment of learning Is the assessment method clear, transparent and valid? Are the assessment criteria accessible and at the correct NQF Level? Is the quality of feedback appropriate and linked to improving learner performance?
How reasonable is the workload involved? Does the curriculum develop skills knowledge and experience relevant to the programme and individual professional development? Do learners take advantage of support and resources? Who will be asked to make the evaluation?
An evaluation of teaching will normally be designed for learners as the primary participants in the learning and teaching experience.
However, there is significant advantage in also seeking evaluation by others. Feedback from colleagues and other staff as well as from learners allows for learner triangulation of different perspectives that adds to the reliability and validity of the outcomes of the evaluation process.
Such correlation provides insight into the level of harmony, or disharmony, of perceptions between the partners in the teaching-learning process. Internal as well as external peers can be invited to participate in the evaluation, to introduce a wider perspective on, for example, the academic standards of the educational provision.
Who will see the outcomes of the evaluation; who will act upon them? Avoid undertaking an evaluation of matters where there is no realistic prospect of any action following the outcomes of evaluation.
Before designing an evaluation it is necessary to define: Use the Annual Review of Teaching proformas to ensure that you provide an appropriate level of detail. What methods of evaluation are available?
Once the purpose of evaluation, its focus, reporting and responsibility for action have been determined; decide the method of evaluation that best suits these criteria. There is always an advantage to using several methods of evaluation and correlating their outcomes.
Questionnaire This familiar method of seeking feedback from learners and participants has the potential advantage of speed in administrationanonymity of response and standardisation for purposes of comparison between cohorts.
The shortcomings can include poor response rate and validity of the outcomes, if the questionnaire is not designed with care for purpose and focusand if questionnaires are over-used the effect of "questionnaire-fatigue".
The University wants to make sure that we actively engage learners in providing feedback that lecturers can respond to and act on.
You might also want to run a specific survey about an innovative or new learning activity, to help you evaluate the success or areas for further development needed, and you can do this using Accelerate.
The answer is determined by the purpose of the evaluation, and is, most commonly, the person s responsible for the delivery of the education under evaluation. It is good practice to seek the views of the intended evaluators of its suitability for the purpose.One of the most commonly used summative end-product approaches to evaluating student learning is the citation analysis method, in which an academic task culminates in a formally cited paper, project, presentation, and so on [10, 12, 41].
Citations are examined for standards of content and quality. Asking Questions to Improve Learning. When preparing to teach, compose specific questions that you will ask your students (or that you anticipate they will ask you). Doing so will help you increase student participation and encourage active learning.
After teaching a class session, teaching a help session, collecting an assignment, or. Overviews of Approaches to Evaluating Teaching How to Evaluate Teaching (Felder & Brent, ) This article offers a brief outline of a process for obtaining a comprehensive evaluation of the quality of a faculty member's teaching using multiple sources of data.
5 evaluation methods to evaluate staff training results. When commissioning training for your healthcare staff, consider the following 5 evaluation methods before investing in any training programs. 1. Satisfaction and participant reaction.
The most basic evaluation of training measures satisfaction. Learning science is a cumulative process; each new piece of information is added to what students already know (or believe) about the topic at hand.
Be able to use inclusive teaching and learning approaches in accordance with internal and external requirements Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners You could use Petty’s (