Evaluation by Staff
Evaluating Teachers' Experiences of Courses
Teachers who take part in any form of teaching within the medical curriculum are expected to consider how the courses with which they are involved are achieving what they set out to achieve. We therefore expect that teachers look carefully at the course as a whole and also at their own teaching within it. There are a number of ways in which teachers can do this:
Reflection
One of the key objectives of an evaluative approach to teaching in general is that it helps teachers to be reflective about their own practices. While some forms of teaching evaluation are quite formal (see Teaching Evaluations and Peer Review, above), it is helpful if teachers also try to critically appraise their own practices informally. They may do this in writing, using a logbook for example, or perhaps in conversation with another teacher or interested person. Such deliberations are entirely private but may lead to further evaluative work as new ideas are implemented and tested. The following are some ideas to guide teachers' reflection about their practice:
All teachers are encouraged to evaluate their own teaching using the instruments and procedures identified by HEDC in their document "Guidelines for the Evaluation of Teaching" (also available from http://hedc.otago.ac.nz/evaluation/index.asp). The HEDC document describes the process from planning through data collection to the eventual implementation of changes that may be made as a consequence of the evaluation. The results of these evaluations also form part of the 'Otago Teaching Profile' which is a component of all academic applications for promotion and progression within the University.
There are other, less formal ways in which teachers can evaluate their own teaching. More information and assistance is available from the Medical Education Adviser.
As a course convenor
Convenors play a key part in the quality of teaching delivered within the University as a whole, and it is important that they evaluate the quality of their own work within this. Teachers who teach on the convenor's courses or attachments are in the best position to provide useful information about the co-ordination of the course and the role of the convenor in running it. The HEDC document "Guidelines for the Evaluation of Teaching" (also available from http://hedc.otago.ac.nz/evaluation/index.asp) describes the procedures that can be used to gather information from teachers about a convenor's work. Again, the intention is that this process should enable convenors to explore their own performance with a view to improving the quality of courses as a whole. However, the data from these evaluations may also be submitted as part of the 'Otago Teaching Profile'. Further information and advice is available from the Medical Education Adviser. Peer review is a term used to describe a wide range of evaluative practices undertaken with colleagues. The HEDC document "Guidelines for the Evaluation of Teaching" (also available from http://hedc.otago.ac.nz/evaluation/index.asp) describes the approaches in more detail. The intention is that it should be a collaborative process in which staff members work together to learn about and improve their teaching practice. However, evidence of participation in the peer review process may also be submitted as part of the 'Otago Teaching Profile'. Further information and advice is available from the Medical Education Advisor.
Reflection
One of the key objectives of an evaluative approach to teaching in general is that it helps teachers to be reflective about their own practices. While some forms of teaching evaluation are quite formal (see Teaching Evaluations and Peer Review, above), it is helpful if teachers also try to critically appraise their own practices informally. They may do this in writing, using a logbook for example, or perhaps in conversation with another teacher or interested person. Such deliberations are entirely private but may lead to further evaluative work as new ideas are implemented and tested. The following are some ideas to guide teachers' reflection about their practice:
- Notice what works and what doesn't
- Consider why things work or don't
- Analyse how your students respond to you and to the tasks
- Consider ideas that might work better in the future.
All teachers are encouraged to evaluate their own teaching using the instruments and procedures identified by HEDC in their document "Guidelines for the Evaluation of Teaching" (also available from http://hedc.otago.ac.nz/evaluation/index.asp). The HEDC document describes the process from planning through data collection to the eventual implementation of changes that may be made as a consequence of the evaluation. The results of these evaluations also form part of the 'Otago Teaching Profile' which is a component of all academic applications for promotion and progression within the University.
There are other, less formal ways in which teachers can evaluate their own teaching. More information and assistance is available from the Medical Education Adviser.
As a course convenor
Convenors play a key part in the quality of teaching delivered within the University as a whole, and it is important that they evaluate the quality of their own work within this. Teachers who teach on the convenor's courses or attachments are in the best position to provide useful information about the co-ordination of the course and the role of the convenor in running it. The HEDC document "Guidelines for the Evaluation of Teaching" (also available from http://hedc.otago.ac.nz/evaluation/index.asp) describes the procedures that can be used to gather information from teachers about a convenor's work. Again, the intention is that this process should enable convenors to explore their own performance with a view to improving the quality of courses as a whole. However, the data from these evaluations may also be submitted as part of the 'Otago Teaching Profile'. Further information and advice is available from the Medical Education Adviser. Peer review is a term used to describe a wide range of evaluative practices undertaken with colleagues. The HEDC document "Guidelines for the Evaluation of Teaching" (also available from http://hedc.otago.ac.nz/evaluation/index.asp) describes the approaches in more detail. The intention is that it should be a collaborative process in which staff members work together to learn about and improve their teaching practice. However, evidence of participation in the peer review process may also be submitted as part of the 'Otago Teaching Profile'. Further information and advice is available from the Medical Education Advisor.
Closing the Loop
It is the responsibility of Course Convenors and the MEGs to respond to the results of evaluation. This may mean implementing changes in the running or assessment of a course or discussing an issue with an individual teacher. Change may not always be possible or advisable, perhaps for financial or logistical reasons. It is the responsibility of Course Convenors and committees to communicate these reasons and to discuss acceptable alternatives.
There is little point in undertaking and reporting the results of any evaluation if there is no subsequent change or development.
In time it is hoped that student evaluation data and module / yearly digests written by module convenors will be placed on the web both as a record and as a mechanism for ensuring reappraisal of courses in ongoing developments.
There is little point in undertaking and reporting the results of any evaluation if there is no subsequent change or development.
In time it is hoped that student evaluation data and module / yearly digests written by module convenors will be placed on the web both as a record and as a mechanism for ensuring reappraisal of courses in ongoing developments.
Reporting Process for Course Evaluation
