Teaching Evaluation

Teaching evaluation is a constructive process and review of pedagogical practices, effectiveness of instructional methods, curriculum delivery, classroom engagement, and the overall impact on student learning.

Improving the Evaluation of Teaching

At Rutgers, we are committed to supporting the development of robust processes for the evaluation of teaching. According to the Guidelines for Teaching Evaluation, each department should develop a teaching evaluation process which may include peer review of teaching, review of student feedback, and review of information from a teaching portfolio.

OTEAR has developed a series of best practice recommendations that may guide departments seeking to adopt and improve procedures for teaching evaluation. The pages here provide information on different forms of teaching evaluation and how to put them together within a department. In addition to brief summaries of best practices, we have compiled a list of resources that model quality evaluation programs which can be found on our Improving the Evaluation of Teaching Canvas site.

Teaching Portfolios

The Teaching Portfolio is best thought of as a documented statement of a faculty member’s teaching responsibilities, philosophy, goals, and accomplishments as a teacher. It is a flexible document, and can be used in a number of ways, depending upon the needs and interests of the faculty member. It can be an extensive collection of information, or something much more compact and limited.

Teaching Portfolios

Peer Review of Instruction

Peer review of teaching is the process by which an instructor’s faculty peers observe a component of his or her teaching and provide feedback for professional development and summative evaluation. Through this collaborative exchange, instructors can share successes and challenges with colleagues, allowing them to improve their teaching practices with collective insights.

Peer Review

Student Feedback

While students are not subject or pedagogy experts, students spend more time with faculty than anyone else and can provide valuable information about instructor behaviors such as whether the instructor was engaging, prepared, organized, and understandable. When used in combination with other components of teaching evaluation, and when interpreted carefully, student feedback is a valuable tool for measuring effective teaching.

Student Feedback

Upcoming Workshops

Visit Workshops and Training to browse a complete selection of our available workshops.

  • Developing a Teaching Portfolio (Virtual Interactive Workshop)

    Monday, August 17, 2026
    10:00 am – 11:30 am

    Craft a standout teaching portfolio to effectively communicate your teaching responsibilities, philosophy, goals, and achievements. This interactive workshop will teach you how to present an engaging teaching philosophy and compile compelling evidence of your teaching success. You will also learn to highlight your professional growth and development as an educator. If you wish to attend the workshop or receive the video recording after the workshop, please register.

    Register

  • Writing & Refining the Teaching Philosophy (In-Person Working Session) 

    Thursday September 3, 2026
    10:00 am – 11:30 am 
    In-person in New Brunswick

    This workshop is a deep dive into what might be the most important piece of a teaching portfolio or teaching statement: the teaching philosophy statement. This reflective and highly personal narrative encapsulates an instructor’s instructional goals, teaching methods, and their approach to assessing student learning. In this interactive session, we explore examples from different disciplines before spending time writing, editing, and peer reviewing. This workshop will be held in person in New Brunswick (location will be shared prior to the event) and will not be recorded. Because of limited space, we are capping registration at 20 participants. Please register if you plan to attend. 

    Register

  • Evaluating Teaching using SIRS and other forms of Student Feedback (Virtual Interactive Workshop)

    Thursday, September 24, 2026
    9:30 am – 11:00 am

    While students are crucial stakeholders in the university’s teaching enterprise, their feedback should not be mistaken for “evaluation of teaching,” which is a task for instructional colleagues. Student feedback is an indicator which provides evidence that must be interpreted. In this workshop, we explore scholarly research on the limitations and potential biases of student feedback. We present strategies for how department chairs and program directors should review, interpret, and utilize the likert-scale and comment responses from the Student Instructional Ratings Survey (SIRS) to improve course curriculum, support faculty, and evaluate teaching. This workshop is especially beneficial for those who regularly engage with SIRS, but we also encourage anyone from the university community interested in learning about best practices in interpreting student feedback to join us. To attend the workshop or to receive the video recording after the workshop, please register.

    Register

  • Interpreting Student Feedback for Course Improvement (Virtual Interactive Workshop) 

    Tuesday, October 6, 2026
    12:00 pm – 1:30 pm

    Student feedback, whether from mid‑course or end‑of‑course surveys, has its limitations, but it can still offer a valuable signal about how students experience your teaching and course design. To make the most of that input, you need well‑crafted questions that surface what you truly care about, strategies for interpreting open‑ended comments, practical approaches to analyzing qualitative feedback, and a clear sense of which feedback to act on and which to set aside. You also need effective techniques for eliciting high-quality feedback in the first place, especially when you’re facing low response rates, contradictory comments, or emotionally charged reactions. This session helps you turn student feedback into actionable insights, so you can address concerns, strengthen learning experiences, and make meaningful adjustments while the course is still in progress. You will examine sample feedback, practice interpreting both quantitative data and qualitative comments, and draft or refine your own survey questions to better align with your goals. By the end of the workshop, you will leave with a clearer framework for deciding which feedback deserves your attention and practical strategies for using student input to guide concrete changes in your courses. If you wish to attend the workshop or receive the video recording after the workshop, please register. 

    Register

  • Responsible AI for Reflective Teaching Portfolios (Virtual Interactive Workshop) 

    Thursday, October 22, 2026
    9:00 am – 10:30 am 

    This interactive session is designed for early career educators who are new to articulating their teaching values and practices. Using generative AI as a reflective partner, participants will explore how these tools can help surface and shape their emerging identities as educators. Through collaborative discussion and hands-on experimentation, attendees will develop practical strategies for expressing their pedagogical beliefs in clear, authentic language, whether for teaching statements, portfolios, or conversations with peers and mentors. 

    Register

  • Navigating Peer Review of Teaching (Asynchronous Presentation)

    Available On Demand 

    Peer review of teaching is an important part of the advancement, reappointment, and promotion process for instructors of all ranks. This asynchronous session is designed to prepare reviewers tasked with conducting peer review of teaching, but instructors preparing to be observed may also find it helpful. The presentation will focus on peer review of in-person classroom instruction and peer review of course materials, and will provide suggestions for effectively documenting observations. This presentation is available through Canvas and requires a login to view.

    If you have any questions, please contact otear@rutgers.edu.

    Access

  • Preparing Teaching Documentation for Promotion, Reappointment, and Renewal (Asynchronous Presentation)

    Available On Demand 

    What should be included in a teaching portfolio? How should one respond to peer review of teaching suggestions? What really matters about student feedback? In this workshop, we talk about how to put together evidence that demonstrates effective teaching. This session is open to instructors of all ranks and others involved in promotion, reappointment, or renewal. This presentation is available through Canvas and requires a login to view.

    If you have any questions, please contact otear@rutgers.edu.

    Access

Additional Resources

OTEAR Resources

OTEAR Workshops
Utilizing Learning Analytics
Resources for Conducting Surveys
OTEAR Community Site (Canvas login required)

Rutgers Resources

Institute for Teaching, Innovation & Inclusive Pedagogy (New Brunswick)
P3 Collaboratory (Newark)
Instructional Design & Technology (Camden)
University Online Education Services (formerly TLT)
Accessibility for Instructional Materials and Course Sites
DCS – Digital Classroom Services
Active Learning Community & Resources
Open Educational Resources Guide
Scheduling

Important Policies

Policy on Academic Integrity
FERPA – Faculty Responsibilities for Student Privacy