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)

Tuesday, January 6, 2026
12:30 pm – 2:00 pm

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 to receive the video recording after the workshop, please register.

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Peer Review of the Teaching Portfolio (In-Person Hands-on Workshop)

Thursday, January 15, 2026
9:30 am – 11:00 am
in-person in New Brunswick

Does your teaching portfolio present strong evidence showcasing your teaching success? Is the teaching philosophy clear and well-matched with your instructional goals? In this workshop we provide a rubric for evaluating teaching portfolios and assign participants to small teams to peer review their portfolios and document effective strategies and presentation of evidence. We will share results so that all participants can see the best strategies and learn from each other. This workshop will be held in person in New Brunswick, and is meant for those who can bring a draft portfolio to share with others.

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

Available in February 2026

In Spring 2026, OTEAR is preparing asynchronous presentations to support teaching evaluation and assessment. This asynchronous session offers strategies for compiling and presenting evidence that demonstrates effective teaching. Registration is open to instructors of all ranks and to others involved in the promotion, reappointment, or renewal process. If you are interested in being notified when the presentation is available, please register below.

If you have any questions about these offerings, you may contact otear@rutgers.edu.

Register
Interpreting SIRS and other forms of Student Feedback

Thursday, February 19, 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.

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Utilizing Generative AI for Analysis of Student Feedback Comments (Virtual Interactive Workshop)

Monday, February 23, 2026
10:00 am – 11:30 am

Comments are often where faculty, departments, and schools find great value in student feedback, including midcourse feedback and SIRS. However, depending on the number of comments, analysis can be difficult, particularly when trying to determine concrete actions in a timely manner to take in response to midcourse feedback or for continuous improvement. This virtual interactive session will discuss strategies and provide space for participants to try using generative AI for qualitative analysis of student feedback comments.

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Navigating Peer Review of Teaching (Asynchronous Presentation)

Available in March 2026

In Spring 2026, OTEAR is preparing asynchronous presentations to support teaching evaluation and assessment. 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. If you are interested in being notified when the presentation is available, please register below.

If you have any questions about these offerings, you may contact otear@rutgers.edu.

Register