Instruction Assessment: Practices for Teachers


Midterm Assessment Consulting

Frequent feedback from students can help instructors better meet their needs. Final course instructor surveys (CIS) occur too late to make adjustments that could help current students learn more effectively. An Ongoing Course Assessment (OCA) allows instructors to conduct surveys, and students to take the surveys at various times during the length of the curriculum. Frequent use of OCS tools throughout the semester ensures that the learning experience is continuous and that course goals are being met with little or no adjustment necessary.


A Teaching Goals Inventory

To determine how well you are achieving your goals, you can use this scale to create a list of them and assess the degree to which each has been achieved so far.


The Research Behind Student Evaluations

Student evaluations are one of the most thoroughly researched forms of teaching evaluation currently available. The number of studies that have attempted to validate (or dispute the value of) student evaluations runs into the thousands. In general, the vast majority of the carefully conducted research concludes that student evaluations are reliable and valid.


Research Findings Concerning Evaluation of Faculty

If we ask ourselves "WHY do self-evaluation?", we would agree that it helps us grow in many ways and improve our teaching.


Evaluation of Teaching: Self-Evaluation Techniques and Forms

Teaching is comprised of a set of basic skills which can be observed, practiced, and improved. These basic skills are described here.
Classroom Assessment Techniques (pdf)

Alternative activities for assessing learning.


Small Group Instructional Diagnosis (pdf)

A very effective strategy for gathering information in a timely manner is to set aside 30 minutes of class time to do a small group instructional diagnosis. This document provides excellent guidelines on how to gather oral feedback from your students.


Enhancing Professional Practice

This teaching framework, presented by Charlotte Danielson, is based on the PRAXIS III: Classroom Performance Assessments criteria developed by the Educational Testing Service. It identifies various aspects of a teacher's responsibilities as promoting improved student learning. Those responsibilities seek to define what teachers should know and be able to do. In this framework, the complex activity of teaching is divided into 22 components clustered into four domains of teaching responsibility. Although the components are distinct, they are also related to one another: A teacher's planning and preparation affect instruction, and all these are affected by the reflection on practice that accompanies a unit and lesson.

This framework is designed to meet the needs of both novice teachers, and experienced teachers, and highly accomplished teachers. Since the 2004 school year, as part of an on-going study in teaching practices through Walden University, I have been regularly following this assessment criteria of PRAXIS III's Professional Goals & Classroom Expectations.

In the Fall of 2007, Marshall School adopted the Enhancing Professional Practice. Faculty members were asked to review the system, declair professional practice goals, and begin the assessment process. My past and current goals are listed below.

My Professional Goals & Classroom Expectations (2007-2011 Marshall School):

My Professional Goals & Classroom Expectations (2017-2018 The College of St. Scholastica):


Bibliography

Click here to view the rubrics4assessment.net Bibliography

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