{"id":818,"date":"2022-03-03T21:35:33","date_gmt":"2022-03-03T21:35:33","guid":{"rendered":"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/?page_id=818"},"modified":"2022-06-29T11:59:37","modified_gmt":"2022-06-29T18:59:37","slug":"other-forms-of-evaluation","status":"publish","type":"page","link":"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/other-forms-of-evaluation\/","title":{"rendered":"Other Forms of Evaluation"},"content":{"rendered":"\n<a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/teaching-toolkit\/ceils-aspire-to-equity-justice-teaching-guides\/\" class=\"button primary is-shade lowercase\"  >\n\t\t<span>Return to All Teaching Guides<\/span>\n\t<\/a>\n\n\n\n  <div class=\"banner has-hover\" id=\"banner-611171492\">\n          <div class=\"banner-inner fill\">\n        <div class=\"banner-bg fill\" >\n                                    <div class=\"overlay\"><\/div>            \n                    <\/div>\n\t\t\n        <div class=\"banner-layers container\">\n            <div class=\"fill banner-link\"><\/div>            \n\n   <div id=\"text-box-1127165032\" class=\"text-box banner-layer x50 md-x50 lg-x50 y50 md-y50 lg-y50 res-text\">\n                                <div class=\"text-box-content text \">\n              \n              <div class=\"text-inner text-center\">\n                  \n\n\t<div id=\"text-90081226\" class=\"text\">\n\t\t\n\n<h3><strong>CEILS Teaching Guide:&nbsp;<\/strong><\/h3>\n<h3><strong>Other Forms of Evaluation<\/strong><\/h3>\n\t\t\n<style>\n#text-90081226 {\n  color: rgb(255, 255, 255);\n}\n#text-90081226 > * {\n  color: rgb(255, 255, 255);\n}\n<\/style>\n\t<\/div>\n\t\n\n              <\/div>\n           <\/div>\n                            \n<style>\n#text-box-1127165032 {\n  width: 60%;\n}\n#text-box-1127165032 .text-box-content {\n  font-size: 100%;\n}\n@media (min-width:550px) {\n  #text-box-1127165032 {\n    width: 40%;\n  }\n}\n<\/style>\n    <\/div>\n \n\n        <\/div>\n      <\/div>\n\n            \n<style>\n#banner-611171492 {\n  padding-top: 200px;\n}\n#banner-611171492 .overlay {\n  background-color: rgba(255, 255, 255, 0.49);\n}\n#banner-611171492 .banner-bg img {\n  object-position: 26% 17%;\n}\n<\/style>\n  <\/div>\n\n\n<div class=\"container section-title-container\" style=\"margin-top:25px;\"><h3 class=\"section-title section-title-center\"><b><\/b><span class=\"section-title-main\" >What are the concerns with only using student evaluations to assess teaching?<\/span><b><\/b><\/h3><\/div>\n\n\n\t<section class=\"section dark\" id=\"section_1791413421\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t\n\t\t\t\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"accordion\">\n\n\t<div id=\"accordion-3814178331\" class=\"accordion-item\">\n\t\t<a id=\"accordion-3814178331-label\" class=\"accordion-title plain\" href=\"#accordion-item-student-evaluations-of-teaching-appear-to-have-limited-(if-any)-correlation-with-student-learning\" aria-expanded=\"false\" aria-controls=\"accordion-3814178331-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Student evaluations of teaching appear to have limited (if any) correlation with student learning<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-3814178331-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-3814178331-label\" >\n\t\t\t\n\n<ul>\n<li>\n<p dir=\"ltr\"><strong><a href=\"http:\/\/journals.sagepub.com\/doi\/pdf\/10.3102\/0034654313496870\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?hl=en&amp;q=http:\/\/journals.sagepub.com\/doi\/pdf\/10.3102\/0034654313496870&amp;source=gmail&amp;ust=1500679807960000&amp;usg=AFQjCNHh6CuxHl5VpxkfF0q2fDAXp4WwAQ\">Here <\/a>i<\/strong>s a quote from a comprehensive and conservative review on Student Evaluations of Teaching (i.e. SET), from 2013 Review of Educational Research: \u201cThis review of the state of the art in the literature has shown that the utility and validity ascribed to SET should continue to be called into question. \u2026 many types of validity of SET remain at stake. Because conclusive evidence has not been found yet, such evaluations should be considered fragile, as important stakeholders (i.e., the subjects of evaluations and their educational performance) are often judged according to indicators of effective teaching (in some cases, a single indicator), the value of which continues to be contested in the research literature.\u201d<\/p>\n<\/li>\n<li><a href=\"https:\/\/link.springer.com\/article\/10.1007\/s11409-017-9175-0\"><strong>Toftness et al<\/strong>.<\/a>&nbsp;(2017) found that \u201cInstructor fluency leads to higher confidence in learning, but not better learning\u201d due to an \u201cillusion of learning\u201d associated with lecture-based learning.<\/li>\n<li><strong><a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2016.00570\/full\">Kornell &amp; Hausman<\/a><\/strong> (2016) found an inverse correlation between student ratings and subsequent course performance.<\/li>\n<li>\n<p dir=\"ltr\"><strong><a href=\"http:\/\/www.sciencedirect.com\/science\/article\/pii\/S0191491X16300323\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?hl=en&amp;q=http:\/\/www.sciencedirect.com\/science\/article\/pii\/S0191491X16300323&amp;source=gmail&amp;ust=1500679807960000&amp;usg=AFQjCNEBsav5uWWTcHYixJpnGLif_7YJTg\">Here<\/a><\/strong> is a link to a 2017 meta-analysis finding zero correlation between learning and student evaluations of instruction.<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong><a href=\"http:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/0273475308324086\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?hl=en&amp;q=http:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/0273475308324086&amp;source=gmail&amp;ust=1500679807960000&amp;usg=AFQjCNHFQ4P7vd99kFn306Yr7_ksLY7JMA\">Here<\/a><\/strong> is a 2009 meta-analysis that reached similar but less strong conclusions and is critiqued in the previous link.<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\">2017 Chronicle of Higher Education: <strong><a href=\"http:\/\/www.chronicle.com\/blogs\/ticker\/students-dont-always-recognize-good-teaching-study-finds\/118274?elqTrackId=110456401b944af981ca0a8e92e2c09d&amp;elq=4e98e2405a1746da944909f26ca9d0a6&amp;elqaid=13839&amp;elqat=1&amp;elqCampaignId=5765\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?hl=en&amp;q=http:\/\/www.chronicle.com\/blogs\/ticker\/students-dont-always-recognize-good-teaching-study-finds\/118274?elqTrackId%3D110456401b944af981ca0a8e92e2c09d%26elq%3D4e98e2405a1746da944909f26ca9d0a6%26elqaid%3D13839%26elqat%3D1%26elqCampaignId%3D5765&amp;source=gmail&amp;ust=1500679807960000&amp;usg=AFQjCNFJ7kShbjlVM5D33wXm-Vf1kNMu8Q\">Students don\u2019t always recognize good teaching<\/a>.<\/strong><\/p>\n<\/li>\n<\/ul>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2572046247\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2572046247-label\" class=\"accordion-title plain\" href=\"#accordion-item-students-increasingly-suggest-that-student-ratings-are-biased-against-female-and-minority-instructors,-among-others\" aria-expanded=\"false\" aria-controls=\"accordion-2572046247-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Students increasingly suggest that student ratings are biased against female and minority instructors, among others<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2572046247-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2572046247-label\" >\n\t\t\t\n\n<ol>\n<li>\n<p dir=\"ltr\"><strong><a href=\"https:\/\/www.scienceopen.com\/document_file\/25ff22be-8a1b-4c97-9d88-084c8d98187a\/ScienceOpen\/3507_XE6680747344554310733.pdf\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?hl=en&amp;q=https:\/\/www.scienceopen.com\/document_file\/25ff22be-8a1b-4c97-9d88-084c8d98187a\/ScienceOpen\/3507_XE6680747344554310733.pdf&amp;source=gmail&amp;ust=1500679807960000&amp;usg=AFQjCNHE4hKiIEXQ5vT7s9OYhge68TMKHA\">Student evaluations of teaching (mostly) do not measure teaching effectiveness<\/a><\/strong><\/p>\n<\/li>\n<li>\n<p dir=\"ltr\">2016 Inside Higher Education: <strong><a href=\"https:\/\/www.insidehighered.com\/news\/2016\/01\/11\/new-analysis-offers-more-evidence-against-student-evaluations-teaching\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?hl=en&amp;q=https:\/\/www.insidehighered.com\/news\/2016\/01\/11\/new-analysis-offers-more-evidence-against-student-evaluations-teaching&amp;source=gmail&amp;ust=1500679807960000&amp;usg=AFQjCNHpOGEPDWSfb2vKJRjeLUyjKhJ3wA\">Bias against female instructors<\/a><\/strong><\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong><a href=\"https:\/\/www.insidehighered.com\/news\/2014\/12\/10\/study-finds-gender-perception-affects-evaluations\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?hl=en&amp;q=https:\/\/www.insidehighered.com\/news\/2014\/12\/10\/study-finds-gender-perception-affects-evaluations&amp;source=gmail&amp;ust=1500679807960000&amp;usg=AFQjCNFZtt-pqB9sUxeupgWXaXXSxNeD9g\">Here<\/a> <\/strong>is a striking study with small \u2018n\u2019 but big differences in how students rated online instructors, depending simply on if they were told the instructor was male or female: \u201cIn promptness, for example, the instructors matched their grading schedules so that students in all groups received feedback at about the same rate. The instructor whom students thought was male was graded a 4.35 out of 5 for promptness, while the instructor perceived to be female received a 3.55.\u201d<\/p>\n<\/li>\n<li>To explore \u201cgendered language\u201d in teaching reviews, this interactive chart lets you see the frequency of various words used to describe male and female teachers in about 14 million reviews from RateMyProfessor.com.&nbsp;<strong><a href=\"http:\/\/benschmidt.org\/profGender\" target=\"_blank\" rel=\"noopener\">http:\/\/benschmidt.org\/profGender<\/a><\/strong><\/li>\n<li>\n<p dir=\"ltr\">Sprague 2016: Inside Higher Education: <strong><a href=\"https:\/\/www.insidehighered.com\/advice\/2016\/06\/17\/removing-bias-student-evaluations-faculty-members-essay\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?hl=en&amp;q=https:\/\/www.insidehighered.com\/advice\/2016\/06\/17\/removing-bias-student-evaluations-faculty-members-essay&amp;source=gmail&amp;ust=1500679807960000&amp;usg=AFQjCNEkfmauKj_ZrFMiBHb1k6MI-GmdGQ\">Working to Reduce the Harm of Bias in Student Course Evaluations<\/a><\/strong><\/p>\n<\/li>\n<\/ol>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2341024925\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2341024925-label\" class=\"accordion-title plain\" href aria-expanded=\"false\" aria-controls=\"accordion-2341024925-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>This issue is becoming increasingly recognized, such that institutions are reconsidering how student evaluations are used. We've listed a few examples below:<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2341024925-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2341024925-label\" >\n\t\t\t\n\n<ol>\n<li>\n<p dir=\"ltr\">Stanford has just created <strong><a href=\"https:\/\/tomprof.stanford.edu\/posting\/1446\" target=\"_blank\" rel=\"noopener\" data-saferedirecturl=\"https:\/\/www.google.com\/url?hl=en&amp;q=https:\/\/vptl.stanford.edu\/teaching-learning\/teaching-practices\/evaluation-feedback\/stanfords-new-course-evaluations\/standard&amp;source=gmail&amp;ust=1500679807960000&amp;usg=AFQjCNFJLzixt1vujP76waZlwmxv79nCOg\">revised course evaluations<\/a><\/strong>, due to a call from the Provost, focusing on learning outcomes\u200b.<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\">Purdue\u2019s Senate Faculty Affairs committee made the following <strong><a href=\"https:\/\/www.purdue.edu\/senate\/documents\/meetings\/February%202017%20Minutes%20-%20COMPLETE.pdf\">recommendation<\/a><\/strong>: \u201cAcademic units are strongly encouraged not to use student responses to these questions for summative evaluation purposes, i.e. for promotion and tenure decisions.\u201d<\/p>\n<\/li>\n<li><strong><a href=\"https:\/\/www.provost.umich.edu\/faculty\/promotion_guidelines\/procedures.html\">University of Michigan<\/a><\/strong> strongly recommends using teaching portfolios;&nbsp;they also recommend putting student evaluation numbers into context and not using individual student letters.<\/li>\n<\/ol>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-1543008822\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1543008822-label\" class=\"accordion-title plain\" href=\"#accordion-item-view-student-evaluation-reference-list\" aria-expanded=\"false\" aria-controls=\"accordion-1543008822-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>View Student Evaluation Reference List<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1543008822-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1543008822-label\" >\n\t\t\t\n\n<p><strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/03\/References_Student-Evaluations.pdf\">References Student Evaluations<\/a><\/strong><\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_1791413421 {\n  padding-top: 30px;\n  padding-bottom: 30px;\n  background-color: #2774ae;\n}\n<\/style>\n\t<\/section>\n\t\n\n\t<section class=\"section\" id=\"section_813221869\">\n\t\t<div class=\"section-bg fill\" >\n\t\t\t\t\t\t\t\t\t\n\t\t\t\n\t<div class=\"is-border\"\n\t\tstyle=\"border-color:rgb(235, 235, 235);border-width:1px 0px 0px 0px;\">\n\t<\/div>\n\n\t\t<\/div>\n\n\t\t\n\n\t\t<div class=\"section-content relative\">\n\t\t\t\n\n<div class=\"row align-center\"  id=\"row-367880624\">\n\n\n\t<div id=\"col-1746938383\" class=\"col medium-11 small-12 large-11\"  >\n\t\t\t\t<div class=\"col-inner\"  >\n\t\t\t\n\t\t\t\n\n\n\t\t<div class=\"icon-box featured-box icon-box-top text-left\"  style=\"margin:px px px px;\">\n\t\t\t\t<div class=\"icon-box-text last-reset\">\n\t\t\t\t\t\t\t\t\t\n\n<div class=\"flex_column av-xbs6gv-8c8a3fc03499ae8ec96a2799e21a1075 av_three_fifth  avia-builder-el-0  el_before_av_two_fifth  avia-builder-el-first  first flex_column_div av-zero-column-padding \">\n<section class=\"av_textblock_section \">\n<div class=\"avia_textblock  \">\n<p>Given the many concerns with focusing only on student ratings of instruction, what are other ways that you and your institution can assess teaching effectiveness and student learning?<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-8861 avia-img-lazy-loading-not-8861 avia_image alignright\" title=\"Association_of_American_Universities_Logo\" src=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils\/wp-content\/uploads\/sites\/2\/2018\/11\/Association_of_American_Universities_Logo.png\" alt=\"\" width=\"350\" height=\"153\"><\/p>\n<p>The Association of American Universities (AAU) has been invested in this complex issue and has created a <strong><a href=\"https:\/\/www.aau.edu\/sites\/default\/files\/AAU-Files\/STEM-Education-Initiative\/P%26T-Matrix.pdf\" target=\"_blank\" rel=\"noopener\">matrix<\/a><\/strong> of various campus strategies in the evaluation of faculty teaching (e.g., promotion and tenure).<\/p>\n<p>We\u2019ve summarized some of the key points below and provided additional resources to help individuals and departments create better policies and practices to better understand and evaluate teaching and learning.&nbsp;<\/p>\n<\/div>\n<\/section>\n<\/div>\n<div class=\"flex_column av-tyvwdb-694649d4154f3a660864b3c142ad59bc av_two_fifth  avia-builder-el-2  el_after_av_three_fifth  el_before_av_hr  flex_column_div av-zero-column-padding \">\n<div class=\"hr av-jp1un2m2-4df77615427ae9f0fd40ee82fa8b6398 hr-invisible  avia-builder-el-3  el_before_av_image  avia-builder-el-first  \">&nbsp;<\/div>\n<\/div>\n<div class=\"hr av-3rm7in-1966ab8563aed249642aa4c29d366d51 hr-default  avia-builder-el-5  el_after_av_two_fifth  el_before_av_two_fifth  \">&nbsp;<\/div>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t\n\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\n\t\n\n<\/div>\n\n\t\t<\/div>\n\n\t\t\n<style>\n#section_813221869 {\n  padding-top: 27px;\n  padding-bottom: 27px;\n  background-color: rgb(245, 245, 245);\n}\n<\/style>\n\t<\/section>\n\t\n<div class=\"container section-title-container\" style=\"margin-top:25px;\"><h3 class=\"section-title section-title-center\"><b><\/b><span class=\"section-title-main\" >CEILS Teaching Evaluation Symposium<\/span><b><\/b><\/h3><\/div>\n\n<h3 class=\"iconbox_content_title  \">Recap: CEILS Teaching Evaluation Symposium<\/h3>\n<p>CEILS hosted a symposium at UCLA on June 12,\u00a0 2018, called\u00a0<strong>\u201cExploring Practical Ways to Inspire and Rewar<\/strong><strong>d Teaching Effectiveness and Instructional Innovation\u201d<\/strong>. The event details can be found\u00a0<strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/teaching-symposium\/\">here<\/a><\/strong>. Several visiting speakers, including Emily Miller, Associate Vice President for Policy at AAU, Sierra Dawson, Associate Vice Provost for Academic Affairs at the University of Oregon, and Diane O\u2019Dowd, Vice Provost for Academic Personnel at UC Irvine, shared resources on student ratings of instruction, peer teaching observations, and self-assessment of teaching practices, among others. \u00a0Many thought leaders from the UCLA community also participated as panelists, moderators, and participants throughout the day. Please explore the resources shared by our colleagues.<\/p>\n<ul>\n<li>Click\u00a0<a href=\"https:\/\/ucla.box.com\/s\/pntlb85jeozxy0aemyr72zjq7fkmkb9e\" target=\"_blank\" rel=\"noopener\">here<\/a>\u00a0to access the UCLA Box folder with handouts, rubrics, guidelines, and other materials shared during the symposium.\u00a0 A password is required to access the Box folder.\u00a0 Please email us at\u00a0<a href=\"mailto:media@wp-misc.lifesci.ucla.edu\/ceils-dev\">media@wp-misc.lifesci.ucla.edu\/ceils-dev<\/a>\u00a0to request the password.<\/li>\n<li>Click\u00a0<a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1FDhjvpytK4lCRC08urctcEtmHRMyC7yyU5NMbD47o2U\/edit#gid=1752225709\" target=\"_blank\" rel=\"noopener\">here<\/a>\u00a0to view the spreadsheet with a list of the documents and Box folder locations.<\/li>\n<\/ul>\n<p>CEILS also hosted visiting Scientific Teaching Scholar Philip Stark, Professor Statistics and Associate Dean of Mathematical and Physical Sciences at UC Berkeley, who gave a talk on November 2, 2018, entitled\u00a0<strong>\u201cStudent Evaluations of Teaching: Managing Bias and Increasing Utility\u201d<\/strong>. \u00a0Resources shared at this event can be downloaded from the event page found\u00a0<strong><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/ceils-dev\/event\/ceils-journal-club-scientific-teaching-scholar-philip-b-stark-uc-berkeley\/\">here<\/a><\/strong>; these include\u00a0<a href=\"https:\/\/www.stat.berkeley.edu\/~stark\/Seminars\/setUCLA18.htm#1\">slides<\/a>\u00a0from his talk, UC Berkeley\u2019s guide for\u00a0<a href=\"https:\/\/teaching.berkeley.edu\/resources\/documenting-teaching-effectiveness\">documenting teaching effectiveness<\/a>\u00a0and their\u00a0<a href=\"https:\/\/teaching.berkeley.edu\/peer-review-course-instruction\">guide to peer review of course instruction<\/a>. \u00a0We encourage you to check out these and our growing list of resources.<\/p>\n<div class=\"container section-title-container\" style=\"margin-top:25px;\"><h3 class=\"section-title section-title-center\"><b><\/b><span class=\"section-title-main\" >Additional resources<\/span><b><\/b><\/h3><\/div>\n\n<div class=\"accordion\">\n\n\t<div id=\"accordion-695016879\" class=\"accordion-item\">\n\t\t<a id=\"accordion-695016879-label\" class=\"accordion-title plain\" href=\"#accordion-item-incorporate-an-array-of-sources-to-document-teaching-effectiveness\" aria-expanded=\"false\" aria-controls=\"accordion-695016879-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Incorporate an array of sources to document teaching effectiveness<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-695016879-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-695016879-label\" >\n\t\t\t\n\n<ul>\n<li>This <strong><a href=\"https:\/\/drive.google.com\/open?id=1orp7sgd3NUs8Fje-d74I4d2WSm-3qej_\" target=\"_blank\" rel=\"noopener\">handout<\/a><\/strong> from Georgia Tech summarizes the key ways one can evaluate and document teaching effectiveness, with an accompanying<strong> <a href=\"https:\/\/drive.google.com\/open?id=1XDEMreR3XwYlKbf8vMd0-5MMWPWGhtB8\" target=\"_blank\" rel=\"noopener\">report<\/a> <\/strong>to provide more background.<\/li>\n<li>UC Berkeley has a <strong><a href=\"https:\/\/teaching.berkeley.edu\/resources\/documenting-teaching-effectiveness\" target=\"_blank\" rel=\"noopener\">similar set of recommendations<\/a><\/strong> in terms of more comprehensively documenting teaching effectiveness.<\/li>\n<\/ul>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-982901156\" class=\"accordion-item\">\n\t\t<a id=\"accordion-982901156-label\" class=\"accordion-title plain\" href=\"#accordion-item-use-evidence-based-self-assessment-tools-to-track-growth\" aria-expanded=\"false\" aria-controls=\"accordion-982901156-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Use evidence-based self-assessment tools to track growth<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-982901156-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-982901156-label\" >\n\t\t\t\n\n<p dir=\"ltr\">Our&nbsp;self-assessment&nbsp;<span style=\"color: #e14d43\">(INSERT GUIDE LINK)<\/span> guide provides an array of tools faculty use to self-assess their teaching techniques, get ideas for growth, and then track improvement in the use of evidence-based approaches.<\/p>\n<p>&nbsp;<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2670630044\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2670630044-label\" class=\"accordion-title plain\" href=\"#accordion-item-interpret-and-use-student-rating-data-appropriately\" aria-expanded=\"false\" aria-controls=\"accordion-2670630044-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Interpret and use student rating data appropriately<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2670630044-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2670630044-label\" >\n\t\t\t\n\n<p>Linse (2017;<strong>&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.stueduc.2016.12.004\">https:\/\/doi.org\/10.1016\/j.stueduc.2016.12.004<\/a>)<\/strong> summarizes the steps that administrators and faculty evaluation committees should take when using student rating data as a component of teaching evaluations.<\/p>\n<ol>\n<li><strong>Student ratings should be only one of multiple measures of teaching:&nbsp;<\/strong>The most common additional sources of data about the faculty member\u2019s teaching include written student feedback, peer and administrator observations, internal or external reviews of course materials, and more recently, teaching portfolios and teaching scholarship (instructor assessment of teaching effectiveness).&nbsp; Data collection for each of these additional data sources should be systematic rather than informal.<\/li>\n<li><strong>A faculty member\u2019s complete history of student ratings should be considered, rather than a single composite score.<\/strong><\/li>\n<li><strong>Small differences in mean (average) ratings are common and not necessarily meaningful:<\/strong>&nbsp;Variations of up to 0.4 points within a course are not unusual, and that of course depends on the rating scale.<\/li>\n<li><strong>Examine the distribution of scores across the entire scale, as well as the mean:<\/strong> The median or the mode is a better measure of central tendency in skewed distributions.<\/li>\n<li><strong>Avoid comparing faculty to each other or to a unit average in personnel decisions:&nbsp;<\/strong>Student ratings instruments are not designed to gather comparative data about faculty. The faculty who are most likely to be negatively impacted by faculty-faculty comparisons are those who do not fit common stereotypes about the professoriate\u2014typically women and faculty of color.<\/li>\n<li><strong>Focus on the most common ratings and comments rather than emphasizing one or a few outlier ratings or comments. <\/strong>Too often, faculty and administrators seem to focus their attention on rare comments, possibly because they are typically the most vehement or the most negative. Evaluators need to be particularly vigilant and self-aware when they are reading or summarizing students\u2019 comments.&nbsp;One of the best ways to ensure that summaries of comments represent students\u2019 views is to sort student comments into groups based on similarity and label the group with a theme, then rank the themes based on the frequency of comments in each. Some common themes include: Labs, Homework, Teamwork, Lecture, Availability, Textbook, and Exams.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-1669875781\" class=\"accordion-item\">\n\t\t<a id=\"accordion-1669875781-label\" class=\"accordion-title plain\" href=\"#accordion-item-reward-use-of-faculty-development-to-support-teaching-improvement\" aria-expanded=\"false\" aria-controls=\"accordion-1669875781-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Reward Use of Faculty Development to Support Teaching Improvement<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-1669875781-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-1669875781-label\" >\n\t\t\t\n\n<ol>\n<li>CEILS offers a variety <span style=\"color: #e14d43\">(LINK EVENTS PAGE)<\/span> of workshops, journal clubs, and meetings, along with individual consultations <span style=\"color: #e14d43\">(LINK CONSULTATIONS PAGE)<\/span>.<\/li>\n<li>UCLA\u2019s<strong> <a href=\"http:\/\/www.oid.ucla.edu\/\">Office of Instructional Development<\/a> <\/strong>offers an Instructional Improvement Program set of grants to support faculty in improving teaching.<\/li>\n<\/ol>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-372579432\" class=\"accordion-item\">\n\t\t<a id=\"accordion-372579432-label\" class=\"accordion-title plain\" href=\"#accordion-item-reward-getting-and-responding-to-feedback-from-faculty-peers-using-evidence-based-information-form\" aria-expanded=\"false\" aria-controls=\"accordion-372579432-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Reward getting and responding to feedback from faculty peers using evidence-based information form<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-372579432-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-372579432-label\" >\n\t\t\t\n\n<p>Faculty are more likely to improve teaching practices when they use peer feedback <span style=\"color: #e14d43\">(LINK TO PEER FEEDBACK GUIDE) <\/span>for reflection and improvement and\/or when peer feedback is based on evidence-based teaching practices.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-253446916\" class=\"accordion-item\">\n\t\t<a id=\"accordion-253446916-label\" class=\"accordion-title plain\" href=\"#accordion-item-include-and-give-weight-to-additional-component(s)-for-teaching-review-as-part-of-promotion-and-tenure\" aria-expanded=\"false\" aria-controls=\"accordion-253446916-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Include and give weight to additional component(s) for Teaching Review as part of Promotion and Tenure<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-253446916-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-253446916-label\" >\n\t\t\t\n\n<p>The aim here could be to demonstrate efforts to improve teaching in an evidence-based way.<\/p>\n<ol>\n<li>Syllabus with clear learning outcomes<span style=\"color: #e14d43\"> (LINK TO SYLLABUS LEARNING OUTCOMES GUIDE)&nbsp;<\/span>and indication of formative (mid-quarter) and summative (final) assessment<\/li>\n<li><a href=\"https:\/\/wp-misc.lifesci.ucla.edu\/demo\/wp-content\/uploads\/sites\/66\/2022\/02\/Center-for-Education-Innovation-and-Learning-in-the-Sciences-CEILS-Mid-quarter-Course-Evaluation-2.pdf\">Center for Education Innovation and Learning in the Sciences CEILS Mid-quarter Course Evaluation<\/a><\/li>\n<li>Use of active learning, group work, or other evidence-based teaching practices <span style=\"color: #e14d43\">(Link to all Guides)<\/span> (ideally with references indicating effectiveness of such practices)<\/li>\n<li>Any other efforts or evidence to indicate improvement in teaching based on education research.<\/li>\n<\/ol>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-3930418067\" class=\"accordion-item\">\n\t\t<a id=\"accordion-3930418067-label\" class=\"accordion-title plain\" href=\"#accordion-item-analyze-shifts-in-student-learning-or-attitude-during-class-or-subsequent-performance\" aria-expanded=\"false\" aria-controls=\"accordion-3930418067-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Analyze shifts in student learning or attitude during class or subsequent performance<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-3930418067-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-3930418067-label\" >\n\t\t\t\n\n<ol>\n<li>Pre- and post-tests\/surveys help assess learning gains and attitude shifts associated with course.<\/li>\n<li>Institutional data (contact CEILS or OID for more information) can be used to assess subsequent course performance.<\/li>\n<li>Decrease in drop rates or performance disparities in students from underrepresented groups can indicate improvement. (Other measures can be used to ensure consistent or improved learning.)<\/li>\n<\/ol>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\t<div id=\"accordion-2023602286\" class=\"accordion-item\">\n\t\t<a id=\"accordion-2023602286-label\" class=\"accordion-title plain\" href=\"#accordion-item-adjust-questions-in-student-course-evaluations-to-be-evidence-based\" aria-expanded=\"false\" aria-controls=\"accordion-2023602286-content\" >\n\t\t\t<button class=\"toggle\" aria-label=\"Toggle\"><i class=\"icon-angle-down\"><\/i><\/button>\n\t\t\t<span>Adjust questions in Student Course Evaluations to be evidence-based<\/span>\n\t\t<\/a>\n\t\t<div id=\"accordion-2023602286-content\" class=\"accordion-inner\" aria-labelledby=\"accordion-2023602286-label\" >\n\t\t\t\n\n<ol>\n<li>Stanford has just created <strong><a href=\"https:\/\/tomprof.stanford.edu\/posting\/1446\">revised course evaluations<\/a>,<\/strong> due to a call from the Provost, focusing on learning outcomes.<\/li>\n<li>Consider putting scores into context, comparing to similar courses taught by other instructors.<\/li>\n<li>May want to indicate demographics of faculty member in case of possible biases.<\/li>\n<\/ol>\n\n\t\t<\/div>\n\t<\/div>\n\t\n\n<\/div>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":179,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-818","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - 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