The word ‘evaluation’ has different meanings in different contexts.
Evaluation can be a formal process: a periodical appraisal of teaching performance that may involve evaluation of data from student surveys, and in-class observations by senior members of staff.
Evaluation can also be informal and teacher-driven, undertaken as a part of everyday teaching practice. In this sense, evaluation might be defined as:
While formal evaluation has its place, evaluation of one’s own teaching practice has greater potential to lead to improved practice over time.
AUT encourages a multi-faceted approach to evaluation of teaching practice. Evidence might be drawn from four key sources: students, peers, self-reflection and scholarship.
1. Evaluation is a holistic process that is akin to reflective practice. At times you may be simultaneously evaluating evidence from all four sources shown in the diagram above.
2. Evidence from Students: Use in-class polls, ask students for feedback, and evaluate their assessment evidence. This will help you determine how well your teaching is helping students meet their goals.
3. Evidence from Peers: Find a peer to team up with and take a collaborative approach to observing each other’s teaching occasionally. Regular, informal chats over coffee can also resolve teaching challenges and provide new inspiration.
4. Evidence from Self: Reflection on teaching and learning may occur on a walk from the lecture theatre to the office, or in a quiet space in the library. You may call it problem-solving. Work out how, when and where you reflect to best effect, and keep doing it.
5. Evidence from Scholarship: Grow awareness of the Scholarship of Teaching and Learning (SoTL) over time, and be willing to draw on that evidence base to inform improvements to practice.
To support understanding of a multi-faceted approach to evaluating your practice:
Brookfield, S. (2017). Becoming a critically reflective teacher (2nd ed.). John Wiley & Sons.
Fletcher, J. (2017). Peer Observation of Teaching: A Practical Tool in Higher Education.
Journal of Faculty Development, 32(1), 51-64. https://doi.org/10.13140/RG.2.2.19455.82084.