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Effective evaluation of teaching and topics is the basis of good educational practice. Teaching, by its nature, cannot be deemed effective unless significant learning takes place. Therefore, the evaluation of teaching may logically focus either on teacher attributes/behaviors, learner outcomes, or both.
There are two basic purposes for evaluating anything, typically called "formative" and "summative". Decisions about sources of evaluative data, methods of collecting information, and the importance of a formal process all hinge on whether the primary purpose is summative or formative. Formative evaluation done consistently over time should result in improvement with each iteration. Interest in systematic summative evaluation of teaching has grown over the past years, along with increased use of and reliance on student ratings results.
Framework for Evaluation of Learning and Teaching
The Framework for Evaluating Learning and Teaching document (V6, June 2010) is useful for academic staff, to assist in their application for promotion or accelerated progression and for improvement of their learning and teaching practices.
Other Resources
The Teaching as Community Property - From Idea to Prototype document, is a chapter on the the ways in which peer review can be used as an evaluation tool for learning and teaching.
A Short Guide to Evaluating Teaching - a useful guide set in the American context.
CQUniversity CRICOS Provider Codes: QLD-00219C; NSW-01315F; VIC-01624D
