Teaching quality

What is being evaluated

Criteria

Sources of Data

3.1 Teaching methods/delivery.

• Quality of course guides prepared.

• Quality of organisational materials provided to students.

• Quality of course and subject teaching methods.

• Relationship between content and delivery:

• Sensitivity to student location: on-campus, international, workplace-based;

• Inclusivity for student diversity, gender, culture, learning style, prior achievement;

• Opportunities for students to present work for feedback;

• Quality of feedback;

• Interactive delivery skills;

• Educational quality of teacher/student interactions (higher order thinking, deep rather than surface learning);

• Student/student interactions;

• Effectiveness of use of media: print, AV, ICT used in teaching;

• Internationalisation.

• Samples of course guides.

• Samples of annual subject guides (print or web-based).

• Student, course, subject and teaching feedback.

• Subject materials, web addresses for others to examine resources directly

• Data from formal feedback, JCET, SFS, SFT, CEQ maybe useful here. Information from particular items on these standardised scales may need emphasis.

• Testimony from colleagues, others working in the field, or from students may also be valuable here, but the quality of the data must be assured (see preamble).

• Data about teaching can be collected in a wide diversity of ways, especially if help is sought from a colleague. Methods sometimes used for self-evaluation in particular but useful in other evaluative work to include:

• Personal diaries;

• Field notes (especially if focused on particular teaching or classroom events or sequences);

• portfolios (around an issue such as assessment);

• exit surveys: ask students to write on a sheet of paper what they understood, what they need more help with and collect and skim at the end of each class;

• interviews with students, individual or collective;

• interaction schedules to understand classroom dynamics;

• audio (or video) tape recording of classroom interactions, distance education tutorials;

• discourse analysis of teacher and student talk, classroom or WWW chatroom interaction;

• photographs;

• tests of student understanding.