25-10-2013 23:16

 MENOUFIAH UNIVERSITY

 

 

 

 

     

 

         FLDP

                  PROJECT

 

          EVALUATION OF

         TEACHING

 

 

               

             PREPARED BY:

                

                 DR.REDA MOSAD ELSAID

                 PROF. OF CURRICULUM AND TEACHING METHODOLOGY

                  VICE DEAN FOR EDUCATION AND STUDENT AFFAIRS

                 COLLEGE OF EDUCATION, MENOUFIA UNIVERSITY

 

 

 

 

WHAT IS  EVALUATION OF TEACHING ?

•   GATHERING EVIDENCE ABOUT THE EFFECT OF TEACHING AND COURSE DESIGN ON STUDENTS PARTICIPATIO AND ACHIEVEMENT AND THE RELEVENCE OF CONTENT AND PROCSSES FOR INTENDED PURPOSES

•   START WITH TEACHERS PERSPECTIVES INVENTORY

WHY CONDUCT EVALUATION?

TO JUDGE TH EFFICACY OF SPECIFIC STRATEGIES ,APPROACHES AND IN THE CLASSROOM.

1- ADMINISTRATIVE PURPOSES.

2- INSTRUCTIONAL PURPOSES.

3- RESEARCH PURPOSES.

4- CONSUMER PURPOSES.

 

 

WHAT DECISIONS CAN BE BASED ON THE    EVALUATION DATA ?

•    CHANGES TO:

•          1- COURSE STRUCTURE

•          2- TEACHING PROCSSES

•          3- TEACHING CONTENT

•          4- ASSESSMENT TASKS

•          5- STUDENT WORK LOAD

•          6- STUDENT STAFF INTERACTIONS

•          7- PROMOTION AND TENURE

•          8- STAFF DEVELOPMENT

 

 

WHAT ARE THE SOURSES OF EVALUATION INFORMATION ?

• STUDENTS

• STAFF

• PEERS

• OTHERS

• ADMINISTRATORS

• RECORDS

WHAT ARE THE TYPES OF EVALUATION?

FORMATIVE EVALUATION:

•      SPECIFIC

•      RELEVENT

•      CONTEXTUALLY

•      DIAGNOSTIC

•   SUMMATIVE EVALUATION:

•      VALID

•      RELIABLE

•      BASED ON DATA THAT MEASURES

•      QUALITY

 

Evaluation information materix

• Purposes of evaluation

• Sources of information

• Users of information

 

 

Framework for evaluation of teaching

•    UNIVERSITY EDUCATION POLICY

•    PRINCIPLES FOR EVALUATION

•    EX1: TEACHING WILL FOCUS ON

•           DESIRED LEARNING OUTCOMES

•           FOR STUDENTS IN THE FORM OF

•          KNOWLEDGE,UNDERSTANDING,S_S

•           AND ATTITUDES.

•    EX2: ASSIST STUDENTS TO FORM

•           BROAD CONCEPTUAL

•           UDERSTANDING.

 

 

WHAT CAN BE EVALUATED ?

•   TEACHING COMPETENCE AND S_S

•   STIMULATION AND ENTHUSIASM

•   RAPPORT FAIRNESS WITH STUDENTS

•   ORGANISATION AND PREPARATION

•   APPROPRITE WORKLOAD

•   ASSESSMENT

 

 

WHO CAN EVALUATE ?

1-  SELF

2-  STUDENT

3-  PEER

4-  SUPERVISIORS

5-  EXPERTS

 

 

 

SELF EVALUATION

ASSIST YOU TO:

1- IMPROVE THE EDUCATIONAL

    EXPERIENCE YOU PROVIDE FOR YOUR

    STUDENTS

2- IDENTIFY THE PROFESSIONAL

    EDUCATION YOU NEED FOR FURTHER

    DEVELOPMENT

3- PREPARE FOR YOUR PERFORMANCE

     REVIEW  WITH YOUR SUPERVISIOR

4- ASSESS YOUR READINESS TO APPLY

      FOR  PROMOTION AND TENURE

 

 

STUDENT EVALUATION OF TEACHING

•    STUDENTS PLACE GREATER EMPHASIS ON:

•          - STIMULATION OF INTEREST

•          - CLARITY AND MODULATION OF

•            THE TEACHERS SPEECH

•    TEACHERS PLACE MORE IMPORTANCE ON:

•          - PROVIDING INTELLECTUAL

•            CHALLENGE

•          - ENABLING INDEPENDENCE OF

•            THOUGHT

•          - MOTIVATING STUDENTS

 

 

 

STUDENTS EVALUATION

•    BOTH TEACHERS AND STUDENTS VALUE:

•       1-A TEACHERS CONCERN AND RESPECT

•          FOR STUDENTS

•       2-THE NATURE AND VALUE OF THE

•          COURSE MATERIAL

•       3-THE QUALITY AND FREQUENCY OF

•          FEEDBACK TO STUDENTS

•       4- A TEACHERS OPENNESS TO THE

•          OPTIONS OF OTHERS

•       5- A TEACHERS ENCOURAGEMENT OF

•           QUESTIONS AND DISCUSSION

 

 

PEER EVALUATION OF TEACHING

•   USEFUL SOURCE OF INFORMATION ABOUT THE QUALITY OF YOUR PLANNING AND PREPARATION FOR TEACHING AND YOUE CAPACITY TO CRITICALLY REVIEW AND IMPROVE AND ENHANCE YOUR TEACHING

•   VALUABLE SOURCE FOR FORMATIVE FEEDBACK

•   COME AND OBSERVE ME TEACH

 

 

SUPERVISIOR EVALUATION OF TEACHING

•  IF YOU ARE PLANNING FOR TENURE OR PROMOTION YOU WILL NEED TO HAVE SUPERVISIOR EVALUATE YOUR TEACHING

•  IF YOU WANT TO REVIEW YOUR PERFORMANCE

 

 

EXPERT EVALUATION OF TEACHING

ACADEMICS NEED TO SEEK FEEDBACK _ EXPERTS IN DISCIPLINARY, PROFESSIONAL,OR VOCATIONAL FIELD FIELD

•   TO ASCERTAIN THAT THEIR  INFORMATION IS APPROPRIATE IN SCOPE AND DEPTH AND THEIR S_S ARE ARE APPROPRIATE TO THE CONTEMPORARY DEMANDS OF THEIR FIELD

 

 

METHODS OF GATHERING DATA

•   SURVEYS

•   QUESIONNAIRES

•   FOCUS GROOPS

•   OBSERVATION AND FEEDBACK

•      PERSONAL

•      VIDEO

•   STUDENT LEARNING OUTCOMES

 

 

SUGGESTED PROCEDURES FOR EVALUATION

•    STEP 1: GUIDED SELF EVALUATION

•         - TEACHERS PERSPECTIVES INVENTORY

•         - QUESTIONS FOR SELF APPRAISAL

•         -  SELF EVALUATION INVENTORY

•    STEP 2: NATURAL FORMATIVE EVALUATION

•         - THE ONE MINUTE PAPER

•         - THE FIVE MAIN POINTS

•         - APPLICATIONS CARD

•         - THE MUDDIEST POINT

 

 

SUGGESTED PROCEDURES
(CONT.)

•    STEP 3: PEER EVALUATION

•       - CONDUCT SELF REVIEW IN

•         REPARATION FOR PEER REVIEW

•       - ARRANGE A MEETING WITH THE PEER

•         REVIEWERS

•       - CONDUCT REVIEW

•       - INTERPRETATION AND EXPLANATION

•         OF THE  FINDING

•       - RESPONSE

•       - FINAL REPORT DELIVERY

•    STEP 4: STUDENT EVALUATION

 

 

PEER REVIEW OF TEACHING

•    WHAT CONSTITUTES PEER REVIEW OF TEACHING?

•    WHAT CAN PEERS EVALUATE?

•    PHILOSOPHY AND APPROACH OF TEACHING

•    PRESENTATION S_S

•    GROUP WORK AND FACILITATION S_S

•    COURSE MATERIALS AND RESOURCES

•    ASSESSMENT METHODS

•    CURRICULUM DESIGN,DEVELOPMENT AND EVALUATION

•    APPROPRIATENESS OF AIMS,_IVES AND CONTENT

•    COORDINATION AND ORGANISATION

•    FAMILIARITY AND ADHERENCE TO POLICIES AND REGULATIONS

•    TEACHING OUTCOMES

 

 

HOW SHOUD PEER REVIEW BE CONDUCTED?

•   PEER REVIEW SHOULD BE :

•          - COLLEGIAL

•          - OPEN

•          -  BASED ON MULTIPLE

•             SOURCES OF DATA

•          -  HONEST AND ETHICAL

•           - FORMATIVE

 

 

PEER REVIEW ISSUSES

• SOURCES OF DATA

• FEEDBACK _ OBSERVATIONS

• FOCUS GROUPS

 

 

RESOURCES FOR SELF REVIEW

•  SELF REVIEW TOOLS:

•  1-TEACHERS PERSPECTIVE

•                INVENTORY

•  2- QUESTIONS FOR SELF

•               APPRAISAL

•  3- SELF EVALUATION

•                INVENTORY

 

 

TEACHERS PERSPECTIVES INVENTORY

•   MAIN DIMENSIONS:

•   WHAT DO BELIEVE ABOUT INSTRUCTING OR TEACHING?

•   WHAT DO TRY TO ACCOMPLISH IN YOUR INSTRUCTION OR TEACHING?

•   WHAT DO YOU DO WHEN INSTRUCTING OR TEACHING?

•   BACKGROUND:A FIEW FINAL QUESTIOS ABOUT YOU AND YOUR EDUCATIONAL RESPOSIBILITIES.

 

 

 WHAT DO YOU BELIEVE ABOUTINSTRUCTING OR TEACHING?

•    FOR EACH STATEMENT,_ THE RESPONSETHAT BEST REPRESENTSYOUR AGREEMENT OR DISAGREEMENT:

•       EX1.LEARNING IS ENHANCED BY HAVING PREDETERMINED _IVES

•       EX2. TO BE AN EFFECTIVE TEACHER,ONE MUST BE AN EFFECTIVE PRACTITIOER

•    SCALE: STRONGLY DISAGREE(SD)     DISAGREE(D)  NEUTRAL(N)  AGREE(A) STRONGLY AGREE(SA)

 

 

QUESTIONS FOR SELF APPRAISAL

•    TEACHING COMPETENCE AND S_S

•       EX:  MY KNOWLEDGE OF THE SUBJECT IS UP TO DATE AND RELEVANT

•    STIMULATION AND ENTHUSIASM

•       EX:I AM ABLE TO GAIN STUDENTS ACTIVE PARTICIPATION AND INTEREST IN THE TOPIC

•    RAPPORT AND FAIRNESS WITH STUDENTS

•       EX:  STUDENTS ARE ABLE TO ASKME QUESTIONS IN CLASS

•    ORGANISATION AND PREPARATION

•       EX:I AM ABLE TO ADEQUATELY PREPARE FOR CLSSES

•    APPROPRIATE WORKLOAD

•       EX: THE LEVEL OF DIFFICULTY IS APPROPRIATE FOR THE STUDENT LEVEL IN THEIR COURSE

•    ASSESSMENT

•       EX:OPPORTUNTIES FOR FORMATIVE ASSESSMENT AND FEEDBACK ARE PROVIDED

•    5 SCALE: URGENTLY-IMPORTANT-UNSURE-NOT HIGH-WELL

 

 

SELF EVALUATION INVENTORY

•    GOOD PRACTICE ENCOURGES:

•     1- STUDENTS-FACULTY CONTACT

•     2- COOPERATION AMONG STUDENTS

•     3- ACTIVE LEARNING

•     4- GIVES _ FEEDBACK

•     5- EMPHASIZESTIME ON TASK

•     6- COMMUNICATES HIGH EXPECTIONS

•     7- RESPECTSDIVERSE TALENTS AND WAYS OF

•         LEARNING

•    EX:I ADVISE MY STUDENTS ABOUT CAREER

•         OPPORTUNITIES IN THIERMAJOR FIRLD

•    - VERY OFTEN                               - OFTEN

•    - 0CCASIONALLYRARELY          -NEVR

 

 

POLICY 0N EVALUATION OF TEACHING

•    POLICY FOR EVALUATING:

•    1-TEACHING AND LEARNING

•    2- STUDENT EVALUATION OF TEACHING

•    3- QUALITY BASSURANCE PROCESSES

•    4- PROFESSIONAL DEVELOPMENT,PROMOTION,ETC

•    5- PEER EVALUATION AND PEER SUPPORT