| This handbook focuses on the use of feedback | | | | Handbook that you can provide to your course |
| and evaluation forms to develop information | | | | supervisor for this purpose. Even if you are not a |
| about your teaching skills and style. Please | | | | new TA or if your department does not require |
| recognize that evaluation and feedback forms are | | | | it, you may wish to implement this step. Since all |
| only part of an overall continuous teaching | | | | TAs are required by COE to be evaluated by |
| improvement process. Other methods for | | | | their supervisor at the end of the semester, it |
| obtaining useful feedback to improve your | | | | isimportant that all TA's be observed in a teaching |
| teaching include, but are not limited to: soliciting | | | | situation at some point during the semester in |
| verbal feedback from your students, having your | | | | order for thesupervisor to assess teaching |
| lecture videotaped, or arranging peer or | | | | performance appropriately. |
| supervisor class observation. These and other | | | | End-of-Semester Evaluations |
| methods are briefly summarized in the Handbook, | | | | The end-of-the semester evaluation is generally |
| but the focus will be on the evaluation forms and | | | | not as flexible as the previous two steps. Most |
| resources to help you improve. | | | | departments require the use of a particular, |
| For those of you familiar with the Plan, Do, | | | | standardized end-of-semester student evaluation |
| Check, Act cycle and other quality improvement | | | | form. The purpose of this evaluation is two-fold: |
| principles, you will notice the framework described | | | | (1) to obtain an overview of your strengths and |
| above reflects this same cycle: | | | | weaknesses throughout the semester so you |
| PLAN: As a teaching assistant, you prepare | | | | may improve next semester, and (2) to provide |
| classroom instruction. | | | | a formal performance assessment so your |
| DO: You teach the class or lead the discussion or | | | | department can both ensure high teaching |
| lab. | | | | standards, and in some cases, determine whether |
| CHECK: You evaluate your own performance. The | | | | to reappoint you. |
| evaluation process outlined in this Handbook can | | | | A standardization of the forms is necessary for |
| be used to accomplish this step. During the | | | | fair TA assessment. The TA Fellows have spent |
| "Check" phase, you'll discover things you do | | | | considerable time developing an end-of-semester |
| effectively, as well as opportunities for | | | | form specifically for TAs that combines the best |
| improvement. | | | | aspects of the existing forms. Teaching |
| ACT: To complete the cycle, you need to | | | | evaluations have been separated from course |
| determine how to use the feedback and what | | | | evaluations, and distinction is made between |
| steps you need to take to improve the teaching | | | | laboratory and lecture/discussion environments. |
| and learning associated with your class. The | | | | The Academic Planning Council will review the TA |
| Resource Guide suggests books, articles, | | | | Fellows' recommended forms in the Fall of 1994. |
| videotapes of past workshops, and future | | | | Advice for effective use of evaluations |
| workshops. | | | | · Give the evaluation forms out at the beginning |
| At this point the process starts over. The | | | | of class |
| concept is continuous improvement. As | | | | Giving the forms at the end of the lecture is an |
| TA(Teaching Assistant) Fellows, we encourage | | | | invitation for the students to rush through the |
| you and all faculty to adopt a continuous | | | | form so they can leave sooner. Reserving time at |
| improvement philosophy toward teaching. Note | | | | the beginning of a class for evaluations shows |
| that once you have asked the students: "How can | | | | that you are serious about receiving feedback and |
| I improve?" they will expect you to improve, just | | | | can lead to increased participation. |
| as you expect them to learn. | | | | · Clearly state the purpose of the form |
| In the spirit of continuous improvement and the | | | | Honestly explaining exactly what the evaluation |
| environment of trust, accountability, and goodwill, | | | | form will be used for and who sees it can lead |
| the College of Engineering TA Fellows believe the | | | | students to provide the most useful information. |
| following framework of feedback forms and | | | | For example, it might be useful to explain when a |
| corresponding resources will help TAs continuously | | | | form will be seen only by the TA versus when |
| improve undergraduate education in the College. | | | | the form will be analyzed by faculty or the |
| Evaluation and Improvement Process Overview | | | | department administration. |
| Fast Feedback | | | | · Read the instructions aloud to your class |
| Several types of fast feedback exist, ranging | | | | Quality of the feedback is ensured only if |
| from informal conversation with students to the | | | | students fully understand the form. For example, |
| use of fast feedback forms. Some forms are | | | | you should clearly explain the "grading" scale on |
| designed to be used on the first day of class, | | | | any form that has one. A score of "1" may mean |
| others are designed to be used after a few | | | | "excellent" on one type of form while it may |
| weeks of class, or at various times throughout | | | | mean "needs much improvement" on another. |
| the semester. The use of fast feedback forms is | | | | While the forms in this Handbook should be |
| quite flexible. With fast feedback, you can | | | | consistent in this respect, you must remember |
| familiarize yourself with your class and their | | | | that students fill out forms for different |
| expectations, and you can identify and correct | | | | departments and colleges all over campus. |
| simple problems in areas such as style, | | | | · Review important comments from previous |
| presentation, or facilities. | | | | forms with the class |
| Mid-Semester Evaluations | | | | If a noteworthy point or issue is raised on a |
| Mid-semester is an ideal time to obtain feedback | | | | particular in-semester form, it may be helpful to |
| from your class to help you improve. At this point | | | | specifically raise the issue during a subsequent |
| in the semester, students in your class or lab | | | | class. This will show the students that you read |
| have been exposed to homework, exams, labs, | | | | the forms and that you are prepared to act on |
| projects, and your grading, and may have useful | | | | the information in them, or at least comment on |
| feedback on your teaching in these contexts. The | | | | the particular issue. |
| objective is to attempt a midsemester correction | | | | · Develop alternative questions and comments |
| that leads to high final quality performance | | | | You are strongly encouraged to develop your |
| indicated by the end-of-semester evaluations. | | | | own evaluation forms to suit your needs and |
| Classroom observation and TA evaluation by | | | | teaching style. Appendix II to this Handbook |
| course supervisors is now required by the College | | | | contains a list of alternative questions and |
| of Engineering for all new TAs (first and second | | | | comments that you might find useful in developing |
| semester) by the seventh week. A sample | | | | your own types of feedback or evaluation. |
| mid-semester evaluation form is provided in this | | | | |