Skip to main content

Science Teaching Reconsidered A Handbook (1997) / Chapter Skim
Currently Skimming:

Chapter 5: Evaluation of Teaching and Learning
Pages 33-38

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 33...
... Yet, teachers, especially new teachers, may sometimes be too overwhelmed by all that is involved with teaching to assess student knowledge and learning. Creating a syllabus, preparing assignments, developing lectures, designing laboratories, structuring discussions, and writing test questions all take time, thought, and planning.
Read the entire page →
From page 34...
... Most undergraduate courses include students with a range of academic abilities, interests, skills, and goals. Differences in preparation, abilities, and learning styles are likely to be more noticeable when new information is abstract and complex.
Read the entire page →
From page 35...
... An alternative approach is to request informal constructive criticism throughout the term, when classroom presentations, organization, pacing, and workload can be adjusted. Instructors can gather information about the effectiveness of their teaching strategies, the usefulness of instructional materials, and other features of the course (e.g., the turnaround time on exams and assignments or number of problems assigned as homework)
Read the entire page →
From page 36...
... Using a Portfolio to Assess Your Course Faculty members at some colleges and universities are beginning to experiment with teaching portfolios composed of work samples and self evaluative commentary. A portfolio might include copies of syllabi, assign ments, handouts, and teaching notes; copies of students' lab notebooks or assignments; descriptions of steps taken to evaluate and improve one's teaching (such as exchanging course materials with colleagues or using fast-feedback techniques)
Read the entire page →
From page 37...
... Peer Evaluation of Your Teaching Peer review of one's research results is standard practice in all fields of science, but only recently has this become a mechanism for advancing one's teaching knowledge and skills. The American Association for Higher Edu cation has shown leadership in this area through its "Peer Review of Teach ing" project (Hutchings, 1996)
Read the entire page →
From page 38...
... Some studies suggest that student ratings of the instructor's teaching correlate somewhat with student learning (Marsh and Dunkin, 1992)
Read the entire page →

Key Terms

  • student learning
  • effective teachers
  • students time
  • professional development
  • students compare

  • key concepts
  • teaching strategies
  • classroom visits
  • student rating
  • avoid focusing

  • faculty tenure
  • instructors tell
  • various assessment
  • correlate somewhat
  • course materials

  • leave class
  • firmly held
  • classroom observation
  • course using
  • improve teaching

  • test questions
  • discuss goals
  • instructional materials
  • teaching knowledge
  • journals periodically

  • rating forms
  • teaching include
  • held assumptions
  • reciprocal classroom
  • informal constructive


    • This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
    More information on Chapter Skim is available.