Use Course Evaluations to Measure Teaching Effectiveness

When used effectively, course evaluations measure both teaching efficiency and student learning. As we discussed in a previous post, assessments can be performed at various points in time and be formative or summative. To improve teaching and learning it is best to use both early/mid-term evaluations and end-of-term assessments.

However, what exactly do you want your evaluations to measure? Assessments can measure a variety of elements, which are determined by the institution, course and instructor. Below, we list some common variables that are measured from the quality of instruction to supervision.

Measure teaching effectiveness by focusing on:

1. Quality of instruction:

   This includes the instructor’s knowledge of the subject matter, delivery of the material and ability to stimulate interest in the course. Other factors can be assessed such as rapport, student-instructor interaction and instructor enthusiasm. The evaluation may also include questions on the instructor’s communication skills, organization and preparation.

2. Curriculum & materials:

   The evaluation should also evaluate the course material and assessment methods. This includes textbooks, lessons, assignments, readings, labs, tests and exams. It is important that the evaluation includes questions that measure the course workload and difficulty.

3. Student learning:

   Evaluations should not just seek to assess teaching effectiveness they should also measure the impact. Include questions regarding students’ perceptions of the course and its value. It is recommended that you perform formative assessments to measure student learning and progress throughout the course. This can include early or mid-term evaluations or informal in-class feedback activities or exercises.

4. Advising:

   To get a comprehensive view of the instructor other factors should be assessed such as student advising. This would include out-of-class consultations with students regarding academic advising and/or independent studies. Include questions on the instructor’s availability outside the class to help and advise students.

5. Supervision:

   If an instructor performs any out-of-class instructional duties such as supervision or mentoring it should be included in the evaluation. Include questions surrounding the instructor’s ability to supervise and direct students in research, field work or clinical practices. It is important to assess these out-of-class experiences to obtain a well-rounded, accurate picture of the instructor’s effectiveness.