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Sources of Feedback

Regardless of the format chosen to document teaching effectiveness, it's valuable to regularly seek feedback from multiple sources and reflect on how that input was used to enhance your teaching. 

• Students

  Students

  Student feedback is valuable because they directly experience your teaching for the entire semester and are best positioned to assess how your instructional choices impact their learning.

  Examples of feedback that can be collected from students:

  • • Frequent short course surveys
    • Small Group Instructional Diagnosis (SGID) reports 
    • End of semester surveys
    • Pre-knowledge and post-knowledge surveys
    • Test, quiz, activity scores
• Colleagues/Peers

  Colleagues/Peers

  Professional colleagues often face similar instructional challenges and can offer valuable feedback on course design and delivery. There are few limits on when or how you can seek input, so connect with trusted peers to support each other鈥檚 growth as educators. Peer observation of teaching is one method you can use to get feedback from peers. 

• Yourself

  Yourself 

  Self-assessment and reflection are key to professional growth. Reflecting, especially through writing on challenges informed by student or colleague feedback, is a powerful tool, and there are many formal and informal ways to do so.

  Informal Reflection Tools:

  • Keep a reflection journal where you can write open comments on the day鈥檚 class session.
  • Respond daily to two simple questions on instructional delivery: How did I engage the students today? How might I reteach this lesson given the opportunity? 
  • Teaching (Philosophy) Statement: If you鈥檝e written a teaching statement, revisit it and ask: 鈥淒o these beliefs still reflect my current practice?鈥�

   

  Formal Reflection Tools: 

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  •  helps assess your use of research-based methods and guide your teaching goals.

Best Practices

Continuously seek and gather feedback on your teaching throughout the academic year.

At the start of each academic year ask yourself:

• Will you collect it at the beginning, midterm, end, or multiple points? 
• From one course or several? 
• On specific activities or overall performance? 
• What feedback sources will you use and how? 

Then in an end-of-year narrative: 

• Synthesize the feedback you received
• Describe how you acted on it
• Summarize the results you observed or measured based on the changes you made

Documentation of teaching effectiveness can take many different forms: For example, you might:

• Articulate annual teaching goals and document your progress toward achieving them
• Develop a storyline about change that chronicles how you have progressed as a teacher over time
• Describe a single significant instructional achievement that involved considerable time and effort
• Describe how a specific change to your approach affected student outcomes in an aspect of your course

Refer to UAA鈥檚 Faculty Evaluation Policies and Procedures to see if there are discipline-preferred methods for documenting professional growth in teaching. 

Support

Request a consultation with experts that provide instructional support at UAA. These include faculty and staff from:

• Faculty Success
• UAA/APU Consortium Library (see and )
• UAA Disability Support Services 

Online resources:

• (University of British Columbia)