This enitre unit was written and contributed by Taylor Allen, PULSE Fellow, and Associate Professor and Chair of Biology at Oberlin College
When implementing a new or different pedagogical approach, evaluations of teaching can provide insight on the efficacy of the approach, as well as the students’ response to it. Evaluative data can be used in a formative manner, helping to improve implementation of a teaching innovation over time, or in a summative manner, identifying the impact of a fully implemented intervention.
In both cases, the resulting information can prove enlightening, since published data on classroom practices reveal that discrepancies exist between an instructor’s perceptions of practices and the views of neutral observers (Ebert-May, Derting, Hodder, Momsen, Long, and Jardeleza, What we say is not what we do: effective evaluation of faculty professional development programs. Bioscience 61 (7): 550-558, 2011).
Designed to help instructors to discern the effectiveness and appropriateness of their pedagogical approaches, these resource pages describe strategies for obtaining evaluative data from three perspectives: students, faculty peers, and – intentionally and metacognitively – oneself.