Feedback and Reflection
Reflect on Your Teaching
How are we doing as teachers? We ask ourselves that question so that we can continually strive for excellence, and others ask that question to assist or assess our progress. This web page contains resources to support you in getting helpful feedback from your students and colleagues, to help you reflect on that feedback, and also to help you document your teaching for purposes of tenure and promotion.
Gathering Feedback from Students
Mid-Semester Feedback Survey (CTE has created two Mid-Semester Feedback survey options. These are available as PDFs or as Quizzes from Canvas Commons)
Anonymous Feedback Box (CTE has developed instructions on how to embed an Office 365 form an embed it into a Canvas page)
Interpreting and Working with Your Course Evaluations (suggestions for reacting to comments on interim and final student evaluations, from Stanford)
Critical Assessment Techniques for Teachers (offers a variety of helpful suggestions for ways to get ongoing feedback from your students)
Beware of putting too much emphasis on student evaluations, though. One careful study at the U.S. Air Force Academy showed that more experienced teachers got lower student evaluations, but that their students performed better on follow-up advanced courses.
Using Peer Feedback
While student evaluations are helpful in some respects, they are an insufficient and incomplete way to assess teaching. See Donald P. Hoyt & William H. Pallett, Appraising Teacher Effectiveness: Beyond Student Ratings (a paper from the Idea Center). Colleagues are another important additional source of constructive and informative feedback on teaching.
These contain advice about setting up individual or departmental peer observation and feedback:
Peer Observation (guidelines and forms from the University of Minnesota)
Preparing for Peer Observation (extensive advice from UT)
Peer Observation and Assessment of Teaching (downloadable manual with forms and guidelines for setting up a departmental program)
Understanding Your Own Teaching Goals & Philosophy
These tools are intended to help you become more aware of what you want to accomplish in a particular course and to provide a starting point for discussion of teaching and learning among colleagues.
"Documenting Your Teaching," from George Mason University contains a number of useful resources for creating a teaching statement, including issues to consider and sample statements.
Teaching Goals Inventory from the University of Iowa
Creating a Teaching Portfolio
Document the quality and nature of your teaching by collecting appropriate material for a teaching portfolio.
Teaching Portfolios (overview and advice from the teaching center at Vanderbilt)
Kenneth Wolf writes in the journal Educational Leadership: Developing an Effective Teaching Portfolio
Assessing Students
Assessing Students' Prior Knowledge (advice from Carnegie Mellon on using using baseline knowledge to learn when you need to correct misunderstanding and so you can evaluate what they've learned in the course)
Assessing Student Learning (overview and methods, also from Carnegie Mellon)
Choosing Assessment Tools to Match Desired Outcomes (this resource contains a helpful chart keyed to Bloom's taxonomy)
Classroom Assessment Techniques (ideas from Vanderbilt: find out during class if they're getting it)
Rubrics
Quality Rubrics Wiki (a wealth of ideas, tips, and examples from LCI, Learner-Centered Initiatives)
iRubric Free Rubric Builder (templates, grading, and more)
VALUE: Valid Assessment of Learning in Undergraduate Education (Rubrics for fourteen of the American Association of Colleges and Universities (AAC&U) Essential Learning Outcomes, including Intellectual and Practical Skills, Personal and Social Responsibility, and Integrative Learning)
Grading
Final Exams (and links to the book, Tools for Teaching, from Berkeley)
Grading Student Work (thorough advice from Vanderbilt)
Writing Good Multiple Choice Questions (Vanderbilt)Random Name Generator (to help you name your exam characters)