Summative tools for assessing
teaching quality in higher education
Teaching Portfolio:
The NUS ExperienceBy
Alex Y. K. Ip and D. Pan
CDTL, NUS
Students (undergraduates)
Students (undergraduates)
Teaching materials, methods, approach, strategies
Students (undergraduates)
Teaching materials, methods, approach, strategies
Teacher
What are the goals?
How to achieve those goals?
Why do I prepare it this way?
Teac
hin
g po
rtfo
lioStu
dent feedback
Peer review
Teaching evaluation for promotion and
tenure and teaching awards
NUS
For the NUS teaching community
For junior teaching faculty
Pedagogy (Tools): Constructing Teaching Portfolios for
Promotion and TenureSpeaker : Professor K P Mohanan
Deputy DirectorCentre for Development of
Teaching and LearningDate : Friday, 18 August 2006Time : 10.00am to 12.00pmVenue : CDTL Seminar Room
Central Library Annexe
For senior teaching faculties
ProblemsTeaching portfolio is less useful thanstudent feedback and peer review as a summative tool.
Big volume
Standard materialNon-differential
Feedback from Science FPTC• Dossiers tend to be too voluminous, especially
for the module folder in many cases. While it is understandable that an applicant wishes to include everything that could strengthen his case, the material should be very well selected and to the point. Overburdening the dossier with information of marginal value can actually be counterproductive because it lowers the signal-to-noise ratio. Important information may then be overlooked or not appreciated fully. As a rule, a single folder should suffice to make the case.
Education principle 1:
Student must know how they are assessed.
ProblemsTeaching portfolio is less useful thanstudent feedback and peer review as a summative tool. WHY?1. How is it being assessed? What is the scheme of assessment?
For the NUS teaching community
For junior teaching faculty
Pedagogy (Tools): Constructing Teaching Portfolios
for Promotion and TenureSpeaker : Professor K P Mohanan
Deputy DirectorCentre for Development of
Teaching and LearningDate : Friday, 18 August 2006Time : 10.00am to 12.00pmVenue : CDTL Seminar Room
Central Library Annexe
Solution 1: Construct an evaluation scheme for teaching portfolio and make it transparent.
What are the problems?
How to solve those problems?
Why are those problemsimportant?
Education principle 2:
Students are motivated to learn when they receive feedback on their works
ProblemsTeaching portfolio is less useful than
student feedback and peer review as a summative tool.
1.How is it being assessed? What is the scheme of assessment?
2.Where is the feedback?
Solution 1: Construct an evaluation scheme for teaching portfolio and make it transparent.
Solution 2: Give feedback on the strong and weak points of the portfolio.
Education principle 3:
Attitude towards learning is defined not just by the brain, but also by the heart.
Components of Attitude:
Attitude
Cognitive
Affective Behavioral
What your brain says
What your heart says
What you “do” about what you know and what you
feel
Attitude and Approaches to teaching
Motive StrategiesApproach
“We teach who we are…Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together… ….We need to open a new frontier in our exploration of good teaching: the inner landscape of a teacher’s life. To chart that landscape fully, three paths must be taken—intellectual, emotional, and spiritual—and none can be ignored.……..Here is a secret hidden in plain sight: good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.”
Palmer (1997)
Development of a scholarly teacher:
Development
Intellectual
Spiritual Emotional
ProblemsTeaching portfolio is less useful than
student feedback and peer review as a summative tool.
1.How is it being assessed? What is the scheme of assessment?
2.Where is the feedback?
3.Why are the “spiritual” and “emotional”components missing?
Solution 1: Construct an evaluation scheme for teaching portfolio and make it transparent.
Solution 2: Give feedback on the strong and weak points of the portfolio.
Solution 3: Stress on the developmental (including spiritual and emotional) aspects of a teacher.
Summary
Guidelines GuidanceAssessment scheme and standard
Feedback Encourage reflection and development
Portfolio as a
summative tool
The end
Pedagogy (Tools): �Constructing Teaching Portfolios for Promotion and TenureFeedback from Science FPTCPedagogy (Tools): �Constructing Teaching Portfolios for Promotion and Tenure