Recommended Procedure for Administering Teaching Evaluations Preparation
- Familiarize yourself with the Mount Allison teaching evaluation form.
- Read the Senate Teaching and Learning Committee Handbook on Teaching Evaluation.
- Attend PCTC information sessions or consult with colleagues, if necessary, to help choose additional questions that are tailored to your own needs.
- Prepare yourself for teaching evaluation by reflecting on your own teaching in your course(s), and perhaps even by completing the evaluation form from your own perspective.
- Prepare your students for teaching evaluation by
- a) Telling them when the teaching evaluation will be conducted;
- b) Reminding them of the importance and mutual benefit of teaching evaluations; and
- c) Encouraging them to be candid, respectful, and constructive in their feedback.
Conducting In-Class Evaluations
Evaluations should normally be conducted within the last two weeks of classes. Evaluations may be done at the end of the lesson or at the beginning. The following points represent best practices in the conduct of in-class teaching evaluations.
Make sure that you
- Collect sufficient copies of the evaluation form and scoring sheets.
- Leave enough time in that day’s class for the students to provide thoughtful feedback: 10-20 minutes at the beginning or end of class is the recommended time allocation.
- Leave the classroom while the evaluation is taking place (and do not linger outside).
- Designate someone to administer the forms—departmental secretary, colleague, trusted student—who knows that
- a) Each student receives only one form;
- b) The forms are to be completed in silence;
- c) All completed forms are returned to the envelope, which is then sealed; and
- d) He/she returns the envelope to the designated office for compilation.
After You Receive Your Teaching Evaluations
Once the students’ feedback is returned to you, make sure that you read it carefully. Acquiring feedback on your teaching can help you to
- a) become aware of your skills, achievements and strengths;
- b) find patterns in your teaching practice by comparing comments over a number of years;
- c) provide evidence of your strengths and efforts to improve;
- d) identify new approaches to help you meet your teaching objectives; and
- e) develop an effective teaching development plan.
Use your student evaluations as a springboard for on-going teaching development. Research studies show that teachers profit from the information that evaluations provide. They profit even more from ratings accompanied by active follow-up. Ratings alone raise teaching effectiveness scores a little. Ratings plus follow-up (e.g., discussion with your colleagues, consultation with PCTC, reference to teaching resources) raise effectiveness more. (Kulik, James A. (2001). Student Ratings: Validity, Utility, and Controversy. In Theall, Abrami, and Mets (eds). New Directions for Institutional Research, Number 109. )