What Is a Well-Designed Evaluation Form?
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- Date Submitted: 06/02/2012 12:46 PM
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What is a well-designed evaluation form?
The ***** University-wide teaching evaluation form are designed for every teacher and TA and taken by each student anonymously. There are three parts for the teaching evaluation form. Sections A asks for numerical rating for instructor and course with 12 items; Section B asks for the students’ basic information, including class standing, average effort each week, major, main reason for taking the course, etc; the last part asks for the comments about the instructor and the course, which are open-ended. It includes both quantitative and narrative items.
For section A, I think it effectively addresses nine key aspects that distinguish effective from ineffective teaching (TfT Ch60), or four most important factors of skill, rapport, structure, and difficulty (TE Ch16). The 12 items include “Instructor’s ability to present material clearly”, “Instructor’s preparation for classes”, “Instructor’s overall organization of the course”, “Instructor’s enthusiasm for teaching”, “Usefulness of assignments in achieving the goals of the course”, “Quality of the instructor’s comments on your written work”, “Instructor’s helpfulness outside of class”, “Instructor’s respect for student’s viewpoint”, “Instructor’s success in setting and maintaining high standards for student’s work”, “Contribution of this course to your acquiring new knowledge”, “Contribution of this course to increasing your capacity to think critically and formulate questions”, “Overall effectiveness of the instructor”.
On the reverse side there are two global questions about teaching effectiveness: your overall assessment of the instructor, your overall assessment of this course. This information is useful for instructor’s improvement.
The items are very clear, not ambiguous, or confounding two different issues. It is short, perfect within the range of ten or twelve specific items recommended that gives a small number of question focused on an instructor’s overall...
The ***** University-wide teaching evaluation form are designed for every teacher and TA and taken by each student anonymously. There are three parts for the teaching evaluation form. Sections A asks for numerical rating for instructor and course with 12 items; Section B asks for the students’ basic information, including class standing, average effort each week, major, main reason for taking the course, etc; the last part asks for the comments about the instructor and the course, which are open-ended. It includes both quantitative and narrative items.
For section A, I think it effectively addresses nine key aspects that distinguish effective from ineffective teaching (TfT Ch60), or four most important factors of skill, rapport, structure, and difficulty (TE Ch16). The 12 items include “Instructor’s ability to present material clearly”, “Instructor’s preparation for classes”, “Instructor’s overall organization of the course”, “Instructor’s enthusiasm for teaching”, “Usefulness of assignments in achieving the goals of the course”, “Quality of the instructor’s comments on your written work”, “Instructor’s helpfulness outside of class”, “Instructor’s respect for student’s viewpoint”, “Instructor’s success in setting and maintaining high standards for student’s work”, “Contribution of this course to your acquiring new knowledge”, “Contribution of this course to increasing your capacity to think critically and formulate questions”, “Overall effectiveness of the instructor”.
On the reverse side there are two global questions about teaching effectiveness: your overall assessment of the instructor, your overall assessment of this course. This information is useful for instructor’s improvement.
The items are very clear, not ambiguous, or confounding two different issues. It is short, perfect within the range of ten or twelve specific items recommended that gives a small number of question focused on an instructor’s overall...