Obtaining Evaluative Data (Scholarly Teaching)

This enitre unit was written and contributed by Taylor Allen, PULSE Fellow, and Associate Professor and  Chair of Biology at Oberlin College


When implementing a new or different pedagogical approach, evaluations of teaching can provide  insight on the efficacy of the approach, as well as the students’ response to it. Evaluative data can be used in a formative manner, helping to improve implementation of a teaching innovation over time, or in a summative manner, identifying the impact of a fully implemented intervention.

In both cases, the resulting information can prove enlightening, since published data on classroom practices reveal  that discrepancies exist between an instructor’s perceptions of practices and the views of neutral observers (Ebert-May, Derting, Hodder, Momsen, Long, and Jardeleza, What we say is not what we do: effective evaluation of faculty professional development programsBioscience 61 (7): 550-558, 2011). 

Designed to help instructors to discern the effectiveness and appropriateness of their pedagogical approaches, these resource pages describe strategies for obtaining evaluative data from three perspectives: students, faculty peers, and – intentionally and metacognitively – oneself.


Evaluative Data on Teaching and Learning from the Perspective of Students 

Faculty Peer Evaluation of Teaching

Evaluation of One's Own Teaching

Validated Instruments for Assessing Learning

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