Indicators of high quality teaching | Perceptions of evaluation | Evaluation tools and data collection | Consequences of evaluation |
---|---|---|---|
Content ·alignment of teaching to student level ·prioritisation of important aspects ·no inadequate redundancy ·coverage of most relevant content in examinations | Goals ·improve teaching processes and their outcome ·provide individual feedback to teachers ·assess whether learning objectives have been met | Evaluation targets ·learning outcome ·procedural and structural aspects of teaching (time-tables, facilities etc.) ·adequacy of examinations ·individual teacher performance | Publication of results ·free access to all faculty ·course rankings ·protection of individual data ·discussion of delicate data in ‘evaluation committees’ |
Process ·preponderance of interactive teaching formats ·free access to teaching materials ·frequent teacher feedback on student performance | Barriers against participation ·too frequent evaluations ·lack of feedback ·lack of time specifically dedicated to evaluation | Preferred format ·open (vs. scaled) questions ·no more than 15 items ·online (vs. paper and pencil) ·voluntary participation | Rewards for positive results ·monetary rewards ·extra time off |
Teacher characteristics ·subject knowledge ·clinical experience ·good preparation ·enthusiasm | Confounders ·individual definitions of “good” teaching ·student motivation ·positive attitude/motivation ·halo effects | Preferred time-point ·after end-of-course examinations ·‘continuous’ evaluation (online platform) | Consequences of negative results ·compulsory teacher training ·exemption from teaching activities |
Learning outcome ·not restricted to specific subjects ·preparation for life-long learning | Feedback loop ·disclosure of actions taken in response to evaluation results |