Skip to main content

Evaluating and Enhancing Teaching

Formative Peer Review of Teaching

Considerations for peer review (pdf) and article by Chism, N., 2007 (pdf)

Materials from the Chairs Workshop, May 16, 2012: Presentation (pdf) and peer observation forms (pdf)

Classroom Assessment Techniques

Short in-class writing activities that are designed to help instructors diagnose what / how students are learning in a course and use this information to adjust their instruction. The activities are non-graded, anonymous and give both you and your students helpful feedback on the teaching-learning process. It is central that the instructor shares a summary of what was learned from the activity with the students.

Details and listing of in-class writing activities (pdf)

Early / Mid-Semester Student Feedback

The early semester (weeks 4-6) student feedback process is formative in nature (for improvement purposes) and designed to give instructors a sense of how students are experiencing the learning environment. The formative feedback process opens up dialogue about the learning process between students and faculty and affirms student responsibility in this process. It is central to explain the purpose of the feedback to the students: to take the pulse of the class and learn what is helpful to their learning, could be more helpful and try to make adjustments for the remainder of the semester. The feedback will not impact their grade. After faculty have reviewed the feedback and identified major patterns in responses, faculty need to get back to the students with a short summary of what you've learned and what suggestions they will try to respond to for the rest of the semester.

The feedback may be collected in the following ways: students complete in class-please leave the room to assure confidentiality, designate student to collect responses in prepared envelope and bring to your departmental office; students complete online via Sakai tests and quizzes tool or via Qualtrics survey tool.

Considerations for conducting the student feedback process (pdf)
Sample feedback form, CTL (.doc)
Sample introduction and open-ended questions (pdf)

End-of-Semester Student Evaluations

UD Online Course Evaluation
Web-based course evaluation application that is based on sound assessment practices and that can be customized by instructor/department and/or college. The confidential, anonymous online system collects student responses and reports those results to the appropriate constituents. Results are not published on the Web for public review. Questions: Joy Lynam.

End of Course Ratings: Course Evaluation Item Pool
In addition to your required departmental course rating form, you may want to use the items we have selected from the Flashlight Current Student Inventory to assess active and collaborative learning and the use of instructional technology. The selected sample of survey items are indexed by various aspects of instruction and are available to University of Delaware faculty to supplement existing evaluation instruments.

IDEA Form (Individual Development and Educational Assessment), IDEA Center, Manhattan, Kansas
The IDEA student rating system is available from the CTL to supplement your departmental and college forms. Published by the IDEA Center, a not-for-profit corporation, the instrument is based on instructional research, addresses teacher behaviors that lead to selected instructional goals, student progress on these goals, and provides space for you to add 25 additional items to tailor your course. The IDEA Survey Form (long form) scores are adjusted for student motivation, class size, student effort, course difficulty, and student work habits--factors that impact student ratings data. The IDEA Center also provides research publications on student ratings.


Teaching Portfolios

Teaching portfolio materials, Tom DiLorenzo, Psychology, 2005. (rtf)


Promotion and Tenure

Promotion and Tenure (.doc)
Summary of annual faculty panel discussions: Planning ahead and preparing for the promotion and tenure process; putting the dossier together and the role of external reviewers; and addressing promotion and tenure policies and procedures effectively.

Promotion & Tenure Process at UD by Eric Kmiec, Chairperson, University Promotions & Tenure Committee; Professor Biological Sciences - presentation at 2007 P&T panel discussion (ppt)
P&T Advice by Yan Jin, Professor, Plant & Soil Sciences - presentation at 2007 P&T panel discussion (ppt)
P&T Advice by Raul Lobo, Professor, Chemical Engineering - presentation at 2007 P&T panel discussion (ppt)

Faculty Handbook: Promotion and Tenure