Here are some ways to
apply what you've learned ...
Observe your Classroom Instruction/Start a Teaching Portfolio
For many years,
video taped lectures and portfolio development have been
used by teachers to evaluate their teaching effectiveness.
your criteria of important teaching skills by which
you will evaluate yourself (rubric). Criteria could
include: clarity of presentation topic (What is the
muddiest point in your lecture?), lecture design, and
for your Instructional Media department or Faculty Development
center to video tape a lecture from a single class.
taped lecture. Using your rubric criteria, note strengths
notes to develop a professional development plan. What
books, seminars, or conferences can you attend to strengthen
once you've strengthened a weak area or two, video tape
the same lecture (in the following semester or two)
and compare your lectures.
Read more about
faculty self assessment, teacher portfolios, and professional
Teri, and Russel O'Keefe. (1999) Evaluating Self-Assessment
as a Means of Professional Development. http://ericae.net/ericdc/ED432563.htm
. Available from the ERIC Document Reproduction
W. (1994) The Course Portfolio as a Tool for Continuous
Improvement of Teaching and Learning. Journal on
Excellence in College Teaching, 5 (1), 95-105. Available
online through subscription service or in library journal
David. (1995) Portfolio Self-Assessment for Teachers:
A Reflection on the Farmingdale Model. Journal of
Staff Development, v. 16 n3 p2-5 Summer 1995.
the Steps to Start Classroom Assessment
a simple classroom assessment. The following information
may be found in Angelo and Cross' Classroom Assessment
One-Plan: Select one class in which to try out a
classroom assessment. Choose a course that you know
well and one in which most students are succeeding.
Angelo and Cross suggest not trying out a new assessment
on a problematic class until you become experienced
with a particular assessment. Choose a simple and quick
assessment to apply such as one of the five listed below.
For details please see: http://www.indiana.edu/~teaching/sfcats.html
or purchase Angelo and Cross' book (see References below))
Muddiest Point (Asseses what students are unclear
One-Sentence Summary (Assesses student skill at summarizing
a large amount of information in a highly structured,
Paraphrasing (Assesses student understanding of a
concept or procedure)
Cards (Assesses learners skill at transference. Elicits
possible applications of lessons learned in class
to real life)
Two-Implement: Let students know what you are going
to do and why you are asking them for information. Make
sure students understand the procedure and how much
time they have to complete the assessment. Let students
know the assessment is not graded. Write instructions
on the board or overhead transparency.
them quickly as soon as you can (immediately after
class is best).
one to two minutes analyzing the feedback
responses into three piles: 1) on-target; 2) close;
and approximate percentage of the total class that
each of the piles represents.
Three-Respond: Let students know what you learned
from the Classroom Assessment Technique and what difference
that information will make. Think about how you will
inform the class about their responses. For example,
you could tell the class, "Fifty percent of you
thought that database indexing was the 'muddiest' point."