Resources
The EPAC Community of Practice provides a huge store of resources on electronic teaching portfolios, as well as a viritual community of webcasts, blogs, queries, and conferences.
Exhaustive and annotated review of the literature on student evaluation of teaching. Idea Paper no. 32, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Reviews scholarly literature to recommend how to use student evaluations effectively to improve teaching. Idea Paper no. 22, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Walks through the entire process, covering issues such as: peer observation versus peer evaluation; formative versus summative peer observation process, key issues to remember, recommendations, etc.
Reviews 20 principles or steps in an effective faculty evaluation system, arguing that while most institutions’ claim that the purpose of their fculty evaluation system is the improvement of teaching, the primary purpose is actually almost always to make personnel decisions. Idea Paper no. 33, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Describes the seven areas that should be considered when evaluating teaching: subject matter mastery, curriculum development, course design, delivery instruction, assessment of instruction, availability to students, and administrative requirements. Idea Paper no. 21, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
University of Texas guidebook for teacher portfolio.
The University of North Dakota provides this online “handbook” to its faculty to help them navigate the university’s teaching evaluation process. The site provides lots of helpful reminders of what to keep in mind when critically evaluating your own teaching.
An assessment tool for teachers to determine the “dominant” perspectives in their teaching. Can help teachers understand and summarize their own ideas about teaching.
Self-assessment of instructional goals to help faculty become more aware of what they want to accomplish in individual courses, locate Classroom Assessment Techniques they can adapt and use to assess how well they are achieving these goals, and provide a starting point for discussion of teaching and learning goals among colleagues.