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. The Guidelines for Teaching Evaluation require that each department 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)

Thursday, August 15, 2024, 10:00-11:30 am

Craft a standout Teaching Portfolio in our interactive workshop. A robust portfolio effectively communicates your teaching responsibilities, philosophy, goals, and achievements. In this session, you will learn how to craft an engaging teaching philosophy, compile compelling evidence of your teaching success, and highlight your professional growth and development as a teacher. We will also examine different teaching portfolio models and explore methods for presenting your teaching experience and responsibilities. Secure your spot today by registering for the workshop or the post-event recording.

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

Tuesday, August 20, 2024, 9:00-10:30 am

This new 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 to attend.

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

Wednesday, September 4, 2024, 12:00-1:30 pm

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, and will include opportunity for discussion. If you wish to attend the workshop or receive the video recording after the presentation, please register.

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Interpreting SIRS and other forms of Student Feedback

Friday, September 13, 2024, 1:00-2:30 pm

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.

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Designing a Departmental- or School-Level Midcourse Survey Process

Friday, September 20, 2024, 1:00-2:30 pm

Midcourse student surveys provide a valuable option for formative assessment of instruction. Departments and schools can encourage this work and support instructors by establishing a midcourse survey process for all instructors or a subset, such as new PTLs. This session is designed for chairs and deans and will review how some other departments and schools have implemented midcourse surveys, helping to ensure that a new midcourse survey process is an informative and worthwhile endeavor for all.

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Preparing for Peer Review of Teaching (Virtual Interactive Workshop)

Wednesday, September 25, 2024, 9:00-10:30am

Peer review of teaching is an important part of the advancement, reappointment, and promotion process for instructors of all ranks. This workshop is primarily designed to prepare reviewers tasked with conducting peer review of teaching, but instructors preparing to be observed may also find this session helpful. This session focuses on peer review of in-person classroom instruction and peer review of course materials, and provides suggestions for effectively documenting observations. A version of this workshop was previously offered in Spring 2024. If you wish to attend the workshop or to receive the video recording after the workshop, please register.

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Interpreting and Utilizing Student Feedback for Change: Midcourse Surveys

Monday, September 30, 2024, 2:00-3:30 pm

Do you know what your students think about your lectures, discussions, activities, or your carefully crafted selected assignments? This workshop is geared toward instructors and explores how to conduct a midcourse survey using Blue or another platform like Google Forms. We provide a discussion of how to employ quantitative and qualitative methods to analyze the data you obtain, and how you should share this information with your students. Our underlying focus in this session is to help you develop the insight you need to address student concerns and make course adjustments before the term is over.

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Peer Review of Online Teaching (Virtual Interactive Workshop)

Thursday, November 7, 1:30-3:00 pm

Peer review of teaching plays a crucial role in the advancement, reappointment, and promotion process for instructors across all ranks. Many educators now teach courses with significant online components, including asynchronous online, synchronous online, and hybrid formats. Peer review of these courses presents unique challenges, such as defining the concept of “observation,” understanding the integration of course design and student engagement, and recognizing the specific challenges faced by both instructors and students in online settings. This workshop offers a platform to share best practices and engage in discussions about these issues. If you wish to attend the workshop or to receive the video recording after the workshop, please register.

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