Evaluation of teaching can have many purposes, including collecting feedback for teaching improvement, developing a portfolio for job applications, or gathering data as part of personnel decisions, such as reappointment or promotion and tenure. Most of the methods described below can be used for all of these functions. What follows are multiple methods for collecting information about instructors’ activities, accomplishments, and effectiveness in teaching, in the classroom and beyond. While this list includes best practices for using student ratings, it also offers suggestions for ensuring that student ratings are not the only source of evidence used to assess instructional effectiveness, an approach consistent with research. In addition, detailed resources are available on the topics of student ratings of instruction, peer review of teaching, and teaching portfolios and course portfolios. To set up an appointment with a CRLT consultant to discuss teaching evaluation methods, complete our consultation request form.
This page offers an overview of a variety of methods for obtaining feedback on your teaching, including techniques for soliciting student feedback, for cultivating self-reflection, and for receiving observation and consultation from peers and supervisors.
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.
This paper describes direct and indirect benefits of several sources for evaluating teaching effectiveness, including ratings from students, colleagues, and the department chair. It also details specific schedules for evaluating different types of teachers, such as first year faculty, non-tenured, and tenured (see p. 6). Evaluation and report templates are found in the appendices.
A list of books and articles for further reading about peer review and teaching evaluation more broadly.
This resource discusses several ways faculty coordinators can provide GSIs with feedback on their teaching, both for improvement and for personnel decisions.
Evidence That Can Be Collected From Colleagues
For resources on many of the following topics, visit CRLT's web page on peer review of teaching.
- Results of observations of classroom teaching
- Review of course materials (e.g., syllabi, assignments, rubrics)
- Review of student work (test, papers, projects), grading criteria that show what students accomplished in the course (e.g., samples of A, B, C work along with a grade distribution; comparisons of student work at the beginning and end of term to document growth)
- Review of teaching or course portfolios
- Contributions to course and curricular development
- Contributions to mentoring students, including student research, honors and MA theses, dissertations
Evidence That Can Be Collected From Students
- Student ratings - CRLT’s web page on student ratings offers information about the U-M online ratings system, overviews of the research on ratings, and advice for using ratings results for improvement or personnel decisions.
- Early Feedback Form: This page provides a sample feedback form that instructors might distribute to students to solicit anonymous responses and suggestions while a course is in progress.
- Midterm Student Feedback to provide information for improvement (generally not recommended for personnel decisions unless an instructor chooses to include results in a portfolio)
- Student letters, solicited from the whole class by the department
- Examples of student work that show what students accomplished in the course (e.g., samples of A, B, C work along with a grade distribution; comparisons of student work at the beginning and end of term to document growth)
- Online surveys, such as SurveyMonkey or Qualtrics, designed by individual instructors, departments or units (possibly done as alumni surveys: “…Now that you’ve completed your course…”)
- Feedback from advisees (including MA and Ph.D. students, as well as undergraduate research assistants)
Evidence That Instructors Can Collect on Their Own
- Reflective statement on a particular course with short sections on the goals of the course, teaching methods used, and the effectiveness of the course in helping students achieve goals
- Scholarship of teaching and learning projects or other research efforts undertaken to assess student learning
- Professional development efforts around teaching (e.g., attending workshops and seminars, consultations on teaching, midterm student feedback, etc.)
- Description of work on curriculum development, GSI training, or other aspects of the department’s educational mission
- Evaluation of Student Learning (Testing, Grading, Feedback)
- Teaching Portfolios and Course Portfolios
In general, efforts to collect information for improvement can be informal and focus on specific areas an individual instructor wishes to develop. Information for job applications involves presenting one’s best work and meeting the requirements outlined in job ads. However, when the purpose of evaluation is personnel decision making, it is important to use a comprehensive and systematic process. Because there are many dimensions to pedagogical work, it is best to use multiple measures involving multiple sources of data to evaluate the range of instructional activities, which can include the following:
- Instructional Delivery (including quality, amount, and level of classroom instruction)
- Course Planning (including development of course materials, course revision, development of new courses
- Grading and Assessing Student Learning (including appropriate level of assignments, exams, grading standards
- Course Management (including supervision of GSIs)
- Oversight of Independent Studies, Honors Theses, Prelims, Dissertations
- Support for Student Internships, Experiential Learning, Service Learning
- Department and Curricular Work (including participation in curriculum revision, departmental efforts to focus on teaching)
- Advising and Mentoring
- Professional Development and Innovation Around Teaching
Faculty, Departmental, and School Responsibilities
To ensure that an evaluation system adopted is credible and acceptable, faculty members must have a strong hand in its development. Before departments and schools adopt teaching evaluation systems, faculty should come to consensus on their criteria for effective teaching. Departments and schools can then use these criteria to guide implementation of specific evaluation methods. In general, evaluations systems need to be flexible enough to accommodate diversity in instructional methods used in the department, school, or college (e.g., lecture, discussion, lab, case study, small group interaction, practicum, studio teaching, fieldwork, clinical work, etc.). Chairs, associate deans, or faculty committees can set up an appointment with a CRLT consultant to discuss teaching evaluation methods, by completing our consultation request form.