Evaluating your teaching
The purpose of this page is to assist you in planning and evaluating your move to a blended approach for the autumn term.
Evaluation is critical to:
- ensure a high-quality student experience in the Autumn
- provide consistency of student experience between face-to-face learning and remote learning
- confidently report the impact of our work to key stakeholders and within quality assurance and enhancement processes
Tools
- 2021/22 T&L Framework Planning and Reflecting Template - This template is designed for leadership teams, to help plan and evaluate your activities. You are welcome to adapt this to your context as you see fit.
- Top Tips for informal light touch evaluation and closing the feedback loop in an online environment - This guide is designed for teaching staff . It provides, tips, tools and a conversation starter you could use to help you evaluate and respond to feedback in an online environment.
- Making use of Blackboard Learn data - This guide contains tips and tools to make use of data available through Blackboard Learn. It aims to help you to gauge if students are engaging with your course content which in turn can help you to tailor your teaching and provide further support or guidance as necessary.
- Peer Review - There are two straightforward options for peer review at this time (as per the University’s policy on the Peer review of learning and teaching): peer review of learning materials or peer observation of an online interactive session.
[youtube https://www.youtube.com/watch?v=cQNPQgBIrlA]
- Blackboard Module Review Form- You can use this form for self and/or peer review. The categories and criteria in the form can be used to guide professional and supportive dialogue between ‘peer reviewer’ and ‘peer reviewee’ to enable reflection on the management and structure of online learning materials and activities in Blackboard modules.
- What is the guidance for peer observation in a socially distanced classroom? Given reviewee and reviewer must maintain 2m from the students and each other, there may not be capacity to undertake peer observation in the vast majority of teaching spaces on campus. In spaces where this may be possible (e.g. large lecture spaces with stages or “presentation areas”) a local risk assessment must be undertaken beforehand. We would recommend that you avoid unnecessary presence in teaching spaces where the alternative approaches outlined above are possible.
Further Resources
The Evaluation and Impact Website is a dedicated resource to help staff enhance their evaluation and become more systematic in their approach. It contains a variety of resources you may find helpful.
The Teaching and Learning Exchange shares good and innovative practice in teaching and learning that takes place at the University. You may find it helpful to read how other colleagues have adapted.