Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student LearningIn order to make appropriate changes to improve your teaching and your students’ learning, first you need to know how you’re teaching now. Figure it out for yourself and invigorate your teaching on your own terms! This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one’s teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. She then presents a new model of assessing teaching that builds upon a broader base of evidence and sources of support. This new model leads to self-assessment rubrics, which are available for download, and the book will guide you in how to use them. The book includes case studies of completed critical reflection rubrics from a variety of disciplines, including the performing and visual arts and the hard sciences, to show how they can be used in different ways and how to explore the richness of the data you’ll uncover. |
Contents
Essential Aspects of Effective Teaching | |
Documenting Critical SelfReflection | |
EvidenceBased Approaches to Enhance | |
Teaching | |
Sources about TeachinginHigher Education How to Find Supporting Evidence | |
Principles ofAssessing Teaching | |
Suggestions forUsing Recommended Principles | |
What These Rubrics Assess and How That | |
Cases Showing Effective Uses for | |
How a Beginning Assistant Professor Used | |
How a Faculty Developer Used the Rubrics with | |
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Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty ... Phyllis Blumberg No preview available - 2013 |
Common terms and phrases
American Psychological Association assess students assessing teaching assessment of teaching authentic assessments Borgetto chapter Cite professional practice classroom concept map concepts course evaluations criteria Criterion Rubric Quality critical thinking critically reflect Critically SelfReflective current normative practice discipline discuss document literature Documentation satisfactory teaching effective teaching epistemology Evidence Based evidencebased decision evidencebased teaching experiences experiential education faculty development formative assessment found on attached guidelines or standards Guiding Principle higher education higherorder insights institution to support Instructional Design Responsibilities instructors inthe intrinsic motivation JosseyBass learning outcomes meet everything metacognitive ofteaching ofthe ordata peer peerreviewed previous level problemsolving Productive Teaching Practices professional practice guidelines professors rationale reflecton Rubric Quality Levels satisfactory teaching occurs scholarly products self SelfAssessment Criterion SelfReflective with Documentation servicelearning Sources for Documentation specific strategies student learning student products Suggested Sources summative assessments Support This Rating teachers teaching and learning teaching effectiveness teaching/learning methods Weimer