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Proposed schemes for evaluation of classroom teaching by students and peers at institutions of higher learning
Author(s) -
ElSabban Farouk M. F.
Publication year - 2007
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.21.5.a220-c
Subject(s) - clarity , scheme (mathematics) , quality (philosophy) , mathematics education , teaching method , space (punctuation) , confidentiality , institution , teaching and learning center , psychology , computer science , medical education , component (thermodynamics) , medicine , mathematics , sociology , mathematical analysis , biochemistry , chemistry , philosophy , computer security , physics , epistemology , thermodynamics , operating system , social science
All educational institutions strive to deliver quality teaching to their students, as it impacts the quality of graduates and reflects positively on the institution. Quality teaching is achieved by: recruitment of teaching staff of certain qualifications and experience, improving upon teaching skills of existing staff, improvement of existing teaching tools and facilities, and adopting new and more effective teaching methods. Evaluation of teaching performed is an instrument for making a judgment on its quality and provides the basis of its improvement. Two schemes for evaluation of classroom teaching are proposed herein: “scheme 1” is done by students, being the recipients of classroom teaching and “scheme 2” is done by peers. Scheme 1 is comprised of 4 components: organization, faculty/student interactions, teaching techniques/approaches and impact on students. Each item in any component of the scheme carries an equal weight, considering the analysis of results. Each component has a space below its group of items for making related comments. Scheme 2 is much shorter and is done by senior faculty members who assess the teacher's command of the subject matter, how recent is taught information, organization and clarity of delivery, how able is the teacher to draw students' attention and interest, and to what extent the teacher being evaluated can be considered as a “role model”? These evaluations and results of their analysis are conducted in a confidential manner. A “just and fair” overall assessment of one's teaching would combine results of the 2 schemes and proper feedback to the teacher concerned must be relayed in confidence. Teaching evaluation should be viewed as a constructive process that is done with the objective and spirit of improving teaching performance.