Assessing and improving your teaching : strategies and rubrics for faculty growth and student learning / Phyllis Blumberg; Maryellen Weimer, consulting editor.

Format:

Book

Author/Creator:

Blumberg, Phyllis, 1933-

Contributor:

Weimer, Maryellen, 1947-

Series:

Jossey-Bass higher and adult education series.

Jossey-Bass higher and adult education series

Language:

English

Subjects (All):

College teaching.

Reflective teaching.

Physical Description:

1 online resource (xiii, 336 pages)

Edition:

First edition.

Place of Publication:

San Francisco : Jossey-Bass, 2013.

Language Note:

English

Summary:

"Don't wait for someone else to tell you what you need to do to make your teaching more effective--figure it out for yourself and invigorate your teaching on your own terms. This practical evidence-based guide promotes excellence in teaching and improved student learning through self-reflection and self-assessment of one's teaching. Phyllis Blumberg starts by reviewing the current approaches to instructor evaluation and describes their inadequacies. She then presents a new model of assessing teaching that builds upon a broader base of evidence and sources of support. This new model leads to self-assessment rubrics, which are available for download, and the book will guide you in how to use them. The book includes case studies of completed critical reflection rubrics from a variety of disciplines, including the performing and visual arts and the hard sciences, to show how they can be used in different ways and how to explore the richness of the data you'll uncover"-- Provided by publisher.

Contents:

Intro

Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning

Copyright

Contents

Preface

Acknowledgments

The Author

Chapter 1: Growing Your Teaching Effectiveness: An Overview

The Goal: Promoting Excellent Teaching

Better Teaching throughout Your Career

Effective Strategies That Promote Better Teaching

Growth Strategy 1: Define the Essential Aspects of Teaching

Growth Strategy 2: Begin and Integrate the Study of Your Teaching with Critical Self-Reflection

Growth Strategy 3: Use Evidence to Support Teaching

Growth Strategy 4: Self-Assess Your Teaching as a Development Vehicle

Constructive Assessments of Your Teaching

Tactics for Better Teaching through Assessment

Assessment Tactic 1: Use the Growth Strategies to Promote Better Teaching in the Self-Assessment Process

Assessment Tactic 2: Separate Formative from Summative Assessments

Assessment Tactic 3: Consider the Totality of Your Teaching, and Use Context-Specific Assessment Tools

Assessment Tactic 4: Use Data from Many Sources to Inform Your Self-Assessment

Informative and Constructive Assessment Model for Better Teaching

Rubrics as Self-Assessment Tools

Summary

Part 1: A Teaching Model That Promotes Better Learning

Chapter 2: Beliefs Leading to Better Teaching

Effective Teaching

Misconceptions and Accurate Beliefs about Teaching

Teaching Model

Teaching Is Not Intuitive

Teaching Is a Scholarly Pursuit

Teaching Use Evidence-Based Practices

Teaching Contexts

Beliefs about Teaching and Their Corollary Implications for Better Teaching

Suggestions for Better Teaching Coming from This Chapter

Chapter 3: Essential Aspects of Effective Teaching

Structure for Teaching and Learning

Educational Experiences to Promote Student Learning.

Educational Technologies

Feedback to Students to Foster Learning

Student Reflections on Their Learning

Assessment Policies, Methods, and Processes

Ensure Availability and Accessibility

Instructional Design Responsibilities

Align Learning Outcomes

Organize Content to Facilitate Learning

Reflect on Teaching as Part of a Review and Revision Process

Assessment of Learning Outcomes

Assessment of Knowledge, Skills, or Values

Assessment of Higher-Order Thinking Skills: Application, Critical Thinking, and Problem Solving

Assessment of Learning and Self-Assessment Skills

Teaching in Experiential Settings

Chapter 4: Documenting Critical Self-Reflection of Teaching

Reflection

John Dewey

Donald Schön

David Kolb

Reflection on Teaching

Critical Review

Documentation

Integration of Reflection, Critical Review, and Documentation

Practical Recommendations

Integrating Thoughts

Summary of Suggestions for Better Teaching Coming from This Chapter

Chapter 5: Evidence-Based Approaches to Enhance Teaching

Evidence-Based Teaching as a Developmental Process

Step 1: Accept the Concept of Evidence-Based Teaching

Step 2: Discuss Your Teaching with Colleagues

Step 3: Integrate Support from Literature or Data

Step 4: Incorporate Learning from the Literature or Data into How You Teach

Step 5: Articulate the Rationale for Your Practices and Analyze How Well They Work

Step 6: Conduct Rigorous Data Collection about Your Teaching

Step 7: Disseminate Your Ideas to Others

Integrated Instructional Techniques That Are Evidence-Based, Best Practices

Problem-Based Learning

Team-Based Learning

Just-in-Time Teaching

Blended or Hybrid Learning

Service-Learning

Transformative Results from Evidence-Based Teaching.

Why Conduct Inquiry about Your Teaching?

Promoting a Transformative Culture of Evidence-Based Teaching

Chapter 6: Finding and Using Literature to Promote Better Teaching

Sources about Teaching in Higher Education

Reading Directed to a Specific Topic

How to Find Supporting Evidence

How to Select the Best Relevant Literature

Determining the Quality of Research Literature

Use Best Available Evidence

Suggestions for Using Literature to Promote Better Teaching

Part 2: A Model to Assess Teaching to Promote Better Learning

Chapter 7: Principles of Assessing Teaching

Beliefs about Teaching and Their Implications for Assessment of Teaching

Assessment Implications of Intuitive Teaching

Assessment Implications of Teaching Approaches

Assessment Implications of Evidence-Based Teaching

Assessment Instruments Should Reflect Teaching Contexts

Processes for Assessing Teaching

Use Different Tools for Formative and Summative Assessments

Foster Improvement Efforts Using Data from Assessment Instruments

Use Multiple Sources for Data about Teaching Effectiveness

Ensure that Teaching Assessments Critically Reflect on Data

Summary of the Recommended Principles about Assessing Teaching

Suggestions for Using Recommended Principles of Assessment to Promote Teaching Growth Coming from This Chapter

Chapter 8: Model for Assessing Teaching

Assessment Principles

The Context for Assessment

Assessment Methods

Results of the Assessment Process

Applying These Principles to Assessing Your Teaching

Hierarchical Model of Assessment of Teaching

Summary of the Model

Suggestions for Self-Assessment to Promote Teaching Growth Coming from This Chapter.

Part 3: Self-Assessment Rubrics

Chapter 9: How to Assess Teaching Using Rubrics Based on the Assessment Model

What Rubrics Are

Descriptive Rubric Formats

The Rubric Format

Rubric Template

Consistent Levels of Performance on the Rubrics

Two Examples of Self-Assessments Using the Rubrics

Example 1: A Typical Self-Assessment

Example 2: A Professor Whose Self-Assessment Is at the Highest Level

Chapter Summary

Chapter 10: What These Rubrics Assess, and How That Improves Teaching

Self-Assessment Criteria

Criteria Common to All Teaching Contexts

Criteria Specific to the Teaching Contexts

A Framework for Grouping Criteria on the Rubric Sets

Rubric Sets Are Teaching Context Specific

Degree of Teaching Autonomy

Directors of Experiential, Clinical, and Field Education

Rubrics for Experiential Settings

Using the Self-Assessment Rubrics Effectively

The Rubrics as Faculty Improvement Tools

How to Use the Rubrics Effectively

Cases Showing Effective Uses for the Rubrics

Introduction

Case 1: How a Beginning Assistant Professor Used Rubrics to Plan and Track Her Personal Faculty Development

Case 2: How a Faculty Developer Used the Rubrics with a Pretenure Instructor to Facilitate Improvement

Case 3: How an Experienced Professor Used the Rubrics to Document Her Scholarship of Teaching and Learning

Case 4: How a Pretenured Professor Used the Rubrics to Assess His Mentoring Undergraduate and Graduate Students in Research

Case 5: How an Experienced Clinical Professor Used the Rubrics to Assess His Changed Roles While Precepting or Supervising Students in Hospital Settings

Comparisons among the Cases

Comparison of Impact of Completing the Rubrics on These Cases

Summary of the Cases

References.

Appendix: Rubrics for Self-Assessment of Teaching: Tools for Improving Different Types of Teaching

Rubric Page Template

A: Rubrics for Improving Face-to-Face, Laboratory, or Online Teaching for Autonomous Instructors

The Rubrics

Essential Criteria

Optional Criteria

Course Alignment Table

C: Rubrics for Improving the Mentoring of Students in Research or Engineering-Type Design Projects

Essential Criteria for Excellent, Effective Mentoring

Index.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and index.

Description based on online resource; title from PDF title page (ebrary, viewed October 7, 2013).

ISBN:

9781118421345

1118421345

9781118419533

1118419537

OCLC:

852488717