1. Assessing Teaching Through Critical Reflection and Evidence to Encourage Renewal Phyllis Blumberg - University of the Sciences p.blumbe@usciences.edu

2. We will assess teaching Using a formative, self-assessment model to encourage renewal discuss how this assessment model employs evidence- based best practices of teaching describe how to leverage different strategies to inform a robust teaching enhancement process employ a self- assessment rubric with your teaching

3. Evidence-based best practices of teaching define essential elements of effective teaching Command of subject matter Plan to promote student learning Provide feedback to students Provide students reflection opportunities Ensure successful learning experiences Assess students consistently

4. First, a reality check: Does your institution use these essential elements: 1.to assess teaching? 2.use such assessment results as a basis for improving teaching?

5. Personal reflection, then share within small groups Personal reflection: How does your institution assesses teaching? Do your teaching assessment tools reflect all nine of these nine characteristics of effective teaching? (Characteristics listed on handout) Then share what you found

6. Concerns with current teaching assessment practices Development of new assessment model Useful in all contextsHierarchical to promote renewal Implications Teachers try to satisfy studentsDoes not foster teaching improvements System currently used to evaluate teaching mostly uses Student evaluationsLimited peer observations

7. A Hierarchical Assessment of Teaching Model Rigorous study of your teaching Evidence-based literature or your own data Critical reflection

8. Critical reflection = better teaching Reflection Critical review Documentation

9. Examples of sources of data for your critical review and reflection: see handout page 2 Self- your own perceptions Students Peers/ chair

10. Teach based upon educational literature in your own discipline Teach based upon educational literature in higher education See last column of page 2 handout Collect your own data about teaching and learning effectiveness Evidence-based literature or your own data

11. Based on own insights, observations Test hypothesis Get IRB approval Rigorous data collection Pre, post test design 2 groups- comparison of 2 different interventions Scholarship of Teaching and Learning (SoTL) Rigorous study of your teaching

12. How can you use evidence from these different strategies to self-assess your teaching for renewal? Rigorous study of your teaching Evidence-based literature or your own data Critical reflection

13. Consider all essential elements of effective teaching Rigorous study of your teaching Evidence-based literature or your own data Reflect Critically Consider all essential elements of effective teaching

14. How can we leverage all of these different strategies to inform a robust teaching assessment process?

15. Complete Hierarchical Assessment of Teaching Model: 5 levels 1. Not using productive teaching practices 2. Summarize what others have said without reflecting critically 3.using data from many sources 4. Use evidence- based literature or own data 5. Rigorous study of teaching

16. From model to self-assessment rubrics 5 levels on model = criteria levels on self- assessment rubrics Essential aspects of teaching → each separate aspectis assessed on separate rubric page Full set of rubrics given in Blumberg, 2014 Rubrics format like a multiple choice item- see p 3 of handout

17. Individually rate your own teaching on the rubric page provided Refer to handout page 2 Sources for Documentation of Quality of Teaching for All Teaching Contexts to support your self-assessment If you have time: Write a rationale for your rating Provide evidence to support your teaching Any questions as you rate yourself? How can insights you gained about your teaching promote renewal?

18. Using rubrics fosters the closing of the assessment loop Am I teaching effectively? Consider essential aspects of teaching Critically self- reflect on these aspects of teaching Use evidence- based decision making Put what I learned, into action

19. In small groups share your insights from using this rubric page: Was this an effective way to assess one aspect of your teaching? Can you think of any ways to improve your teaching after completing this rubric?

20. Goal to improve student learning to increase teaching effectiveness? How can you use this model and the rubrics