Other Evaluation Strategies
Brief written response methods for evaluating students learning
Based on the Classroom Assessment Techniques (CATS) instruments developed by Angelo and Cross (1993), these instruments are quick mechanisms for getting instant formative feedback from students.
- The One Minute Paper (PDF, 16KB)
Students write for one minute on what their understanding is of the main idea of the lecture or the most intriguing point and one or two questions that remain uppermost in their mind.
- The Five Main Points (PDF, 36KB)
Some lecturers have found that they made 120 main points according to their students who have been unable to distinguish anecdotes from examples from the concepts.
- Applications Card (PDF, 32KB)
Students brainstorm some of the ideas discussed and then select two and illustrate ways that these ideas may be applied to everyday life.
- The Muddiest Point (PDF, 31KB)
Students write for one minute the idea that is least clear to them at that moment.
- Concept Mapping
Concept Mapping can also be a useful tool to evaluate students’ learning. Students are given a few minutes to illustrate the relationship between key course / module concepts. Alternatively in first- or second -year courses they can fill in a pre-drawn concept map with the links provided, but the concepts removed.
- Background Knowledge probe
This technique is designed to collect specific feedback on students' prior learning. Background Knowledge Probes are short, simple questionnaires prepared for use at the beginning of a course, at the start of a new unit or lesson, or prior to introducing an important new topic.
From Angelo and Cross (1993) Classroom Assessment Techniques, San Francisco: Jossey-Bass
Peer review of teaching and learning
- University of Queensland, The Teaching and Educational Development Institute
- Peer Observation of Teaching and Learning (PDF, 114KB).
Teaching and learning matrices developed to help identify key attributes of effective teaching in a higher education setting. Frequently asked questions and completed peer observation examples are provided to help establish this peer review process. - Stepping Stones to Successful Peer Observation to Enhance Teaching & Learning(PDF, 59KB)
Practical guidance on teaching and learning observation strategies, including suggestions for establishing observation protocol, pre-observation, feedback and follow-up sessions. Peer observation might be set up in response to analysing TEVAL data, as part of a quality assurance review, or professional development activity. - Guidebook for Individuals embarking on Peer Review of Teaching(PDF, 68KB)
An introduction to the peer review of teaching.
- Peer Observation of Teaching and Learning (PDF, 114KB).
- University of Tasmania: Flexible Education Unit
- http://www.teaching-learning.utas.edu.au/professional-development/self-peer-assessment
Comprehensive guide to Peer Review of Teaching with tailored observation schedules
- http://www.teaching-learning.utas.edu.au/professional-development/self-peer-assessment
- University of Wollongong, CEDIR
- http://www.heacademy.ac.uk/resources/detail/Peer_Observation_of_Teaching_in_Australia
Paper outlining experience of peer observation across Australian Universities
- http://www.heacademy.ac.uk/resources/detail/Peer_Observation_of_Teaching_in_Australia
- University of Sydney, Institute for Teaching and Learning
- http://www.itl.usyd.edu.au/FEEDBACK/gathercolfeed.htm
Gathering feedback from your colleagues.
- http://www.itl.usyd.edu.au/FEEDBACK/gathercolfeed.htm
- University of South Australia, Learning Connection
- http://www.unisa.edu.au/ltu/staff/practice/evaluation/peer-review.asp
Peer review of teaching.
- http://www.unisa.edu.au/ltu/staff/practice/evaluation/peer-review.asp
- University of Texas at Austin, Center for Teaching Effectiveness
- http://www.utexas.edu/academic/cte/PeerObserve.html
Preparing for Peer Observation: A Guidebook.
- http://www.utexas.edu/academic/cte/PeerObserve.html
- Oxford Brookes University, Centre for Staff and Learning Development
- http://www.brookes.ac.uk/services/ocsd/firstwords/fw43.html
Getting feedback from your peers.
- http://www.brookes.ac.uk/services/ocsd/firstwords/fw43.html
Student focus groups
- Griffith University, Griffith Institute of Higher Education
http://www.griffith.edu.au/gihe/learning-teaching-resources/evaluation/teaching/focus-groups
A resource pack for using focus groups as a method of evaluation
- University of Kentucky
http://www.ca.uky.edu/agpsd/Focus.PDF (PDF, 140KB)
Using Focus Groups in Program Development and Evaluation: Guidelines on question development and ‘scripting’ introductory comments.
