EVALUATING TEACHING - Strathmore University

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students feel free to express their views without personal risk. Typically, students are asked to work in small groups to reflect upon good and bad features of the educational provision (eg. programme, course or module), its delivery, and their own performance and experience. A spokesperson from each group is asked to relay the considered views of the group to the meeting. The role of the member of staff leading the meeting is to compile a summary of such views, to validate them at the meeting, and, later, to produce a short report of the main outcomes. It is good practice for a group interview to be led by an experienced leader who is not involved in the delivery of the educational provision that is being evaluated, and preferable not in the same department. c). Student Module Leaders For continual improvement during the semester each lecturer will ensure there is a class module leader whose sole responsibility will be to provide the class feedback about the course to the lecturer. No report from the module leader should be handled by the faculty/school. See the attached duties of module leaders, class representatives and student council academic representative. This program is intended to improve the teaching and learning process, so as to ensure that both the students and the lecturer benefit fully. It is a feed forward process instead of the traditional evaluation at the end of the semester which is feedback. Each lecturer will have a module leader elected by the class and the lecturer in the first week of the semester. The module leader and the lecturer will meet on a fortnight basis to discuss the teaching and learning process. The students’ feedback will be constructive with a sole aim of improvement. The Module Leaders • Will act as a link between the students and lecturers. • Will be elected by the students of their class ( The lecturer teaching the course should ensure this is done) • Will represent one unit each (a unit being subjects/courses offered in a faculty). 5
The feedback will cover: • The learning environment: physical virtual and psychological • Challenges the students are facing in learning the unit • Library provisions (Adequacy, relevance etc) • Student learning experience • Recommendations on the way forward. Class representatives The class representatives are in charge of issues affecting the learning of the whole group, not just one module. The class representative will be a member of the school/faculty’s teaching and learning committee (See guide to quality teaching and learning). The class representatives will get general feedback on the subjects from the seven/five/three module leaders, which can be discussed at faculty/schools’ T&L committees or with the subject leader (lecturer in charge of the subject). Student council academic representatives They will be members of the university’s Teaching and Learning, committee (ADU). Any academic related issues affecting the whole university from the class representatives can be discussed at ADU meetings. d). Self-evaluation and peer evaluation A simple but effective form of self-evaluation by a course/module team is for them to undertake the same form of evaluation undertaken by the students, i.e. to complete the same questionnaire, or to conduct a self-evaluation using the same format of a structured group interview. The degree of harmony between the staff responses and the outcomes of the students' evaluation is a good indicator of staff awareness of student perceptions. Items of disharmony suggest that staff understanding of students' needs and concerns needs to be addressed before attending to issues of detail that arise from the evaluation. 6
Page 1 and 2: EVALUATING TEACHING SEPTEMBER 2011
Page 3 and 4: 1. Introduction Evaluation of teach
Page 5: 5. Who will see the outcomes of the
Page 9 and 10: • observation, with a checklist o
Page 11 and 12: Directions for items 29 - 38: Pleas
Page 13: Directions for items 19 - 23: Pleas

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