Evaluating Your Own Teaching by Dr. Shadia Yousef Banjar

8/9/2019 Evaluating Your Own Teaching by Dr. Shadia Yousef Banjar

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LANE 462

By:By:By:By:Dr.Dr.Dr.Dr. ShadiaShadiaShadiaShadia YousefYousefYousefYousef BanjarBanjarBanjarBanjar

http://SBANJAR.kau.edu.sa/http://wwwdrshadiabanjar.blogspot.com

Evaluating Your Own Teaching

7/25/2010 1Dr. Shadia Yousef Banjar


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Doing good evaluation is like doing good research.In both cases, you are trying to answer some

important questions about an important topic.The key to doing both activities well is:(a) identifying the right questions to ask and

A Definition of "Evaluation"

7/25/2010 Dr. Shadia Yousef Banjar 2

(b) figuring out how to answer them.


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Basically they are:

1. "How well am I teaching?

2. Which aspects of my teaching are good and

which need to be improved?

WHAT ARE THE KEY QUESTIONS IN THE

EVALUATION OF TEACHING?


The first question attempts to provide a globalassessment, while the second is analytical and

diagnostic in character.


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Teachers should evaluate their teaching for two

reasons:to document the quality of ones teaching to

others in a portfolio.

Why Evaluate?


o per orm a e er o an o ave a more

enjoyable experience.


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THE EFFECT OF EVALUATION ON

OUR TEACHING



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How to Evaluate?

There are five basic sources of

information that teachers can use to

evaluate their teaching. All evaluation

efforts use one or more of these basic


sources. ac o t ese ve sources as aunique value as well as an inherent

limitation.


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These fivesources of information are:1. self-monitoring,2. audio-tape/video-tape,

3. information from students,4. students test results, and5. outside observers.



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Techniques

Unique Value andRecommended

Frequency

LimitationsAppropriate Response to

Limitations

1. Self-monitoring

2. Audio-tape/video-tape

3. Information from studentsa. Questionnaires

1 Be innin of ear

Each of TheEach of TheEach of TheEach of The

fivefivefivefive sources ofsources ofsources ofsources ofinformationinformationinformationinformation

has its uniquehas its uniquehas its uniquehas its unique


(2) Mid-year(3) End-of-year

b. Interviews

4. Students' test results

5. Outside observers

a. Fellow faculty memberb. Admin./Senior Fac.

Member

c. OU Instruc. Devel. Prog.

,,,,

recommendedrecommendedrecommendedrecommendedfrequency,frequency,frequency,frequency,

limitation, andlimitation, andlimitation, andlimitation, and

appropriateappropriateappropriateappropriate

response toresponse toresponse toresponse to

that limitation.that limitation.that limitation.that limitation.


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Self-monitoring

Self-monitoring is what people do semi-automatically

and semi-consciously whenever they teach. Most of

their mental activity is concerned with making the

presentation or leading the discussion. But one portion

of their mental attention is concerned with:

"


.

b. "Are they with me?"

c. "Am I losing them?

d. "Are they interested or bored?"


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Unique Valuea. The first value is immediate and constant attention concernedwith How is it going?, Are they with me, Are they interestedor bored, etc.

b. A second value is created by the teacher by looking at the

situation and say This is what is happening Frequency

This does and should happen all the time. We may only take amental pause every few minutes to size up the situation. But by

Self-monitoring


comparison with the other sources of information this takesplace continuously. LimitationPersonal judgment may lack complete objectivity Appropriate Response

To turn to an objective source of information without subjectivebias.


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Special valuePutting a video or audio recorder gives the teacher a totally objectiveinformation: what she said, how much time she spent in a topic, andhow often she moved around.

Frequency. an audio recording is preferably twice in each semestercourse. This gives a chance to see if any speech problems are there,

Audio-tape/video-tape


the second recording is to check if they are under control. Videorecordings are probably useful once every year or two.

LimitationDespite that the audio/video tape shows the actual behavior, it does not

show the effect of that behavior on studentsAppropriate ResponseTo get a source of information that shows the effect of behavior (i.e. the

students themselves)


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Special value:

The student is the best person to judge whether the teaching is exciting or dull.The teacher can get the student opinion through two ways: questionnaires &interviewsa. questionnaires include students characteristics (e.g. major, GPA, reasons fortaking the course), students characteristics of the teaching (e.g. clear, organized,

interesting), amount learned, overall assessment of the course and/or the teacher.Special value is in obtaining responses of the whole classThe limitation is that they can only ask a question once.b. interviewseither by the teacher or an outside person

Information from students


,

following-up on topics that need clarification.The limitation is that they can be used only with a sub-set of the class, not thewhole class.General limitationsis that students may have negative feelings about women, for example, or people

who are ethically different from themselves.Also, the students can address what is taught but not what might be taughtAppropriate Response

To seek for the information from someone with a professional understanding of thepossibilities of good teaching.


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Special valueTests results assess the quality of student learning and, accordingly, assess

the quality of teaching.Frequency. Weekly or even daily feedback is much more effective to know

whether students are learning what they need to learn as the course goesalong considering that not all tests need to be graded and recorded!

Limitation

Students test results


e s u en s may ave ow or goo gra e, u no ecause e eac er wasbad or good.

Appropriate responseStudents themselves have to answer the question of whether the teacher was

helpful.


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Special valueThe outsider has no personal issue, so s/he is free to reach positive andnegative conclusions . Also, being professional, s/he can bring the

expertise that supplements both the teacher and the students.LimitationThe outside observer can only visit one or two class sessions, and not the

Outside observers


.

Appropriate responseTo use a different source either a different kind of outside observer or oneof the other sources.


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Each source of information offers a special

kind of information that none of the others

do. Thus, it is recommended to refer to all

of the five sources.

Conclusion



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EVALUATING YOUR OWN TEACHINGBy L. Dee Fink

Published in Improving College Teaching by Peter Seldin (ed.).

Reprinted here with permission of the University of Oklahoma Instructional

Development Program, July 20, 1999.

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/evaluate.htm

7/25/2010 16Dr. Shadia Yousef Banjar

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