University Teaching and Learning Commons | Resources | Teaching Effectiveness | Additional Mechanisms
Additional Mechanisms
The UNCG Teaching Effectiveness Policy requires that all units use peer review, course evaluation, and self-assessment, however, units can elect to use additional inputs. Other potential inputs could include review of course syllabi and/or digital course resources (e.g., Canvas), administrator observations, review of student work products, review of teaching portfolios, student mid-course evaluations/reflections, participation in ongoing teaching professional development, etc. The use of additional inputs can provide a more comprehensive and holistic picture of the teaching experience and learning environment within a unit. Moreover, some units have secondary-accreditation that may require additional inputs be utilized in the evaluation of teaching.
Mid-Course Feedback
Mid-course feedback is an excellent tool for collecting formative data on how a course is operating. Research has shown that using mid-course feedback process can increase student engagement and produce stronger end-of-course evaluations. Mid-course feedback processes can be as simple as including short reflective assignments on how students feel about the course so far to structured student interviews. The UTLC team often uses a “Start, Stop, Keep” exercise in their courses, in which students identify one thing they would like the instructor to start doing, one thing they would like the instructor to stop doing, and one thing they would like the instructor to keep doing. In all models, the key is to review the feedback and have an open dialogue with students about what you will incorporate, cannot incorporate (and why), and may consider as an alternative. Follow-up and follow-through are keys to this process.
University of Iowa
The University of Iowa provides a structure for receiving and reviewing mid-course feedback.
Course Interviews
The University of Colorado provides a sample outline of mid-course student interviews.
Gathering and Incorporating Mid-course Feedback
Harvard University’s Graduate School provides an overview of the benefits and challenges of gathering and incorporating mid-course feedback.
Sample of Formative Mid-Course Feedback
The University of Connecticut has developed a guide for developing formative mid-course questions and implementing feedback.
Collecting Student work Products
UNCG has been using student work products as evidence for teaching effectiveness as part of the General Education program assessment. The Office of Assessment, Accreditation and Academic Program Planning (OAAAPP) facilitates a process for analyzing student work in General Education courses regularly and can provide insight into the process. Student work products can provide another perspective on the effectiveness of teaching practice, and balance potential limitations of course evaluations.
Student Work Analysis Protocol
The Department of Education developed a comprehensive model for analyzing student work products.
AACU Value rubrics
The Association of American Colleges and Universities (AACU) and the LEAP project developed a series of value rubrics that help in the assessment of learning skills (e.g., creative thinking, integrated learning, critical thinking, ethical reasoning, etc.). These rubrics are free for use, if you create an AACU account using your UNCG email.
Annotated Course Materials
Course material review (e.g., Canvas site, instructor generated materials and resources, lesson plans, etc.) can help enhance the picture of a course or teaching practice.
Selecting Artifacts to Review
The University of Iowa provides possible artifacts and selection context for course material review. They encourage instructors to provide annotated notes on items selected for review.
Course Portfolios
Course portfolios have been a common option for developing nuanced and thorough view of a course. The University of Kansas has structured course portfolio gallery and provides a guide for developing a course portfolio.
Outside of Classroom Course Support
An area often overlooked in the evaluation of teaching is related to out-of-class support. Though this may include commonly used practices such as faculty office hours, review sessions, etc., out-of-class support also includes faculty encouragement of peer support and use of campus support (e.g., academic support and tutoring, Math Help Center, UNCG Communication Lab, etc.).