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LANE 462
By:By:By:By:Dr.Dr.Dr.Dr. ShadiaShadiaShadiaShadia YousefYousefYousefYousef BanjarBanjarBanjarBanjar
http://SBANJAR.kau.edu.sa/http://wwwdrshadiabanjar.blogspot.com
Evaluating Your Own Teaching
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Doing good evaluation is like doing good research.In both cases, you are trying to answer some
important questions about an important topic.The key to doing both activities well is:(a) identifying the right questions to ask and
A Definition of "Evaluation"
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(b) figuring out how to answer them.
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Basically they are:
1. "How well am I teaching?
2. Which aspects of my teaching are good and
which need to be improved?
WHAT ARE THE KEY QUESTIONS IN THE
EVALUATION OF TEACHING?
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The first question attempts to provide a globalassessment, while the second is analytical and
diagnostic in character.
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Teachers should evaluate their teaching for two
reasons:to document the quality of ones teaching to
others in a portfolio.
Why Evaluate?
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o per orm a e er o an o ave a more
enjoyable experience.
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THE EFFECT OF EVALUATION ON
OUR TEACHING
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How to Evaluate?
There are five basic sources of
information that teachers can use to
evaluate their teaching. All evaluation
efforts use one or more of these basic
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sources. ac o t ese ve sources as aunique value as well as an inherent
limitation.
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These fivesources of information are:1. self-monitoring,2. audio-tape/video-tape,
3. information from students,4. students test results, and5. outside observers.
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Techniques
Unique Value andRecommended
Frequency
LimitationsAppropriate Response to
Limitations
1. Self-monitoring
2. Audio-tape/video-tape
3. Information from studentsa. Questionnaires
1 Be innin of ear
Each of TheEach of TheEach of TheEach of The
fivefivefivefive sources ofsources ofsources ofsources ofinformationinformationinformationinformation
has its uniquehas its uniquehas its uniquehas its unique
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(2) Mid-year(3) End-of-year
b. Interviews
4. Students' test results
5. Outside observers
a. Fellow faculty memberb. Admin./Senior Fac.
Member
c. OU Instruc. Devel. Prog.
,,,,
recommendedrecommendedrecommendedrecommendedfrequency,frequency,frequency,frequency,
limitation, andlimitation, andlimitation, andlimitation, and
appropriateappropriateappropriateappropriate
response toresponse toresponse toresponse to
that limitation.that limitation.that limitation.that limitation.
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Self-monitoring
Self-monitoring is what people do semi-automatically
and semi-consciously whenever they teach. Most of
their mental activity is concerned with making the
presentation or leading the discussion. But one portion
of their mental attention is concerned with:
"
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.
b. "Are they with me?"
c. "Am I losing them?
d. "Are they interested or bored?"
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Unique Valuea. The first value is immediate and constant attention concernedwith How is it going?, Are they with me, Are they interestedor bored, etc.
b. A second value is created by the teacher by looking at the
situation and say This is what is happening Frequency
This does and should happen all the time. We may only take amental pause every few minutes to size up the situation. But by
Self-monitoring
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comparison with the other sources of information this takesplace continuously. LimitationPersonal judgment may lack complete objectivity Appropriate Response
To turn to an objective source of information without subjectivebias.
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Special valuePutting a video or audio recorder gives the teacher a totally objectiveinformation: what she said, how much time she spent in a topic, andhow often she moved around.
Frequency. an audio recording is preferably twice in each semestercourse. This gives a chance to see if any speech problems are there,
Audio-tape/video-tape
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the second recording is to check if they are under control. Videorecordings are probably useful once every year or two.
LimitationDespite that the audio/video tape shows the actual behavior, it does not
show the effect of that behavior on studentsAppropriate ResponseTo get a source of information that shows the effect of behavior (i.e. the
students themselves)
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Special value:
The student is the best person to judge whether the teaching is exciting or dull.The teacher can get the student opinion through two ways: questionnaires &interviewsa. questionnaires include students characteristics (e.g. major, GPA, reasons fortaking the course), students characteristics of the teaching (e.g. clear, organized,
interesting), amount learned, overall assessment of the course and/or the teacher.Special value is in obtaining responses of the whole classThe limitation is that they can only ask a question once.b. interviewseither by the teacher or an outside person
Information from students
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,
following-up on topics that need clarification.The limitation is that they can be used only with a sub-set of the class, not thewhole class.General limitationsis that students may have negative feelings about women, for example, or people
who are ethically different from themselves.Also, the students can address what is taught but not what might be taughtAppropriate Response
To seek for the information from someone with a professional understanding of thepossibilities of good teaching.
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Special valueTests results assess the quality of student learning and, accordingly, assess
the quality of teaching.Frequency. Weekly or even daily feedback is much more effective to know
whether students are learning what they need to learn as the course goesalong considering that not all tests need to be graded and recorded!
Limitation
Students test results
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e s u en s may ave ow or goo gra e, u no ecause e eac er wasbad or good.
Appropriate responseStudents themselves have to answer the question of whether the teacher was
helpful.
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Special valueThe outsider has no personal issue, so s/he is free to reach positive andnegative conclusions . Also, being professional, s/he can bring the
expertise that supplements both the teacher and the students.LimitationThe outside observer can only visit one or two class sessions, and not the
Outside observers
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.
Appropriate responseTo use a different source either a different kind of outside observer or oneof the other sources.
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Each source of information offers a special
kind of information that none of the others
do. Thus, it is recommended to refer to all
of the five sources.
Conclusion
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EVALUATING YOUR OWN TEACHINGBy L. Dee Fink
Published in Improving College Teaching by Peter Seldin (ed.).
Reprinted here with permission of the University of Oklahoma Instructional
Development Program, July 20, 1999.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/evaluate.htm
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