last updated: Jun 09 2007
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The University of Texas at Austin
Executive Vice President and Provost

Teaching Assessment: Practices for Graduate Student Instructors

Research Findings Concerning Evaluation of Faculty
by Karron G. Lewis, Ph.D.

A study of the research literature indicates that:

1. Self-evaluation compiled with and compared to those from your students yield good information.
2. Videotape recording of your teaching when viewed by you alone yields usable data.
3. Students tend to be more honest in filling out feedback forms when you have left the room.
4. Collection of data from students, to add to your own self-appraisal, is best done at least twice during the term.
5. Asking a peer either to visit your class and/or view with you a videotape of your class adds another useful perception.
6. You, either by yourself or with a colleague, need to evaluate whatever you do in advising, faculty service on committees, performing (if applicable), designing and revising course preparations; students may be less valuable in providing practical insights in these areas.
7. Students' ratings of you and their grade point average show no significant relationship.
8. Students in small classes and classes beyond the introductory level tend to give higher ratings than students in large classes and introductory ones.
9. Students who often volunteer in class, seek out information, and want to be in the class tend to rate instructors more highly than those who do not.
10. Evaluation either of teachers or by them tends too often to focus on errors; CAUTION - try to insure that you strive for a balance between seeing your strengths and weaknesses; if you must tip the scale, do it toward strengths.
11. Student ratings are not influenced significantly or unduly by factors irrelevant to teaching.
12. Students are competent judges of you as a lecturer, discussion leader, substantive commentor on their papers, helper who is accessible, creator of examinations that test what you teach, and authentic person both prepared in your field and joyous in your work.

If we ask ourselves "WHY do self-evaluation?" we would agree that it helps us grow in many ways and improve our teaching.

WHEN should we evaluate ourselves?

1. At least twice during the term (which gives you a chance to make changes with the same students before your final self-evaluation.)
2. As soon after any significant teaching event (such as trying out a new strategy) as possible.
3. Continuously!

WHAT you wish to seek feedback on is a matter of individual choice; however, a rapid review of the literature suggests that personal attributes such as dynamism, preparation, sequencing, and delivery are often high on student lists of concerns.

HOW should we evaluate ourselves? In an atmosphere which involves support for you and anonymity for your students.