Using Evaluation Strategies
to Improve Teaching
J. Elizabeth Miller
Northern Illinois University

Examples of Teaching
Evaluation Assessments

For use by theNational Institution for AcademicDegrees and University Evaluation
Japan2006

END OF SEMESTER EVALUATION BY STUDENTS 1
Instructor: _____________________ Course: _________________

Date: ____________

1. What have been the most positive aspects of the course? Are there any particular aspects you
found beneficial?

2. What have been the negative features of this course? Are there any particular aspects you
have disliked?

3. Were the instructor’s handouts and review sheets useful? Should they be used in this coursein the future?

4. Would you recommend using the same textbooks?

5. Should the same grading format (exams, assignments, discussion) be used?

6. Does the instructor create an environment in which you feel comfortable participating? Is theclassroom environment friendly? Is it respectful of diverse opinions? Is it intimidating?

7. Do you find the instructor approachable and open to questions, both during class and inoffice hours?
1

Instrument adapted from Sokolon, M. (2003) in Seldin, P., & Associates (2006). Evaluating faculty performance:
A practical guide to assessing teaching, research and service. Bolton, MA: Anker, pp.233-234.

8. Does the instructor come to class well prepared?

9. Is the material presented clearly and effectively?

10. Has your interest in the topics discussed increased due to the class materials and instruction?
(If necessary, explain)

11. Would you consider taking another class with this instructor or would you recommend thiscourse or this instructor to another student? (If necessary, explain)

12. What is your overall assessment of the instructor’s teaching performance? (Be as specific aspossible)MID-SEMESTER EVALUATION OF INSTRUCTORS 1
Below are examples of evaluations that are useful for mid-semester feedback. Choose the onethat best reflects your teaching goals and teaching styles.
Example 1 2 :Please complete the following sentences:
1. The instructor is
2. The textbook is
3. The lectures are
4. The quizzes are
5. The assignments are

Example 2:
Please respond to the following items and add any additional comments.
• The reason(s) I took this course•The reason(s) other people took the course•The people who are doing well in the course are those•

The people who are not doing well in the course are those•

Changes that would make the course better for me are•

Other comments, complaints or ideas

1

2

Seldin, P., & Associates (2006). Evaluating faculty performance: A practical guide to assessing teaching,research and service. Bolton, MA: Anker, pp.235-238.

Adapted from Lucas S. G. (2001). Departmental teaching assistants’ orientation. In Prieto, L. R. & Meyers, S. A.,(Eds.). The Teaching Assistant Training Handbook. Stillwater, OK: New Forums Press.

Example 3:
Please complete the following questions.
• The thing I like most about this course is:•The thing I like least about this course is:•

If I could change anything about this course, I would change•

If only there would be•

If only the textbook was•

The instructor should•

One thing I like about the instructor is•

Concerning my being prepared to take the midterm exam I felt•

I’d like to see more

Please add any additional comments or complaints.
Example 4: 3(The following questions are particularly useful for collaborative classrooms.)
1. What are we doing that is helping your learning?
2. What are we doing that is hindering your learning?
3. What can we do differently to improve your learning?

3

Instrument developed by Seldin, P. (2002).

Example 5: 4
Please complete the following information:
Course Name
Course Prefix and Number
Section Number
TA/Instructor
Please respond to the following questions by circling the number that best represents yourresponse.
(1) strongly disagree (2) disagree (3) neutral
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

(4) agree (5) strongly agree (6) not applicable

prepares well for classmakes oral presentations clearlypresents material in an organized fashionencourages questions
responses well to questions
provides helpful feedback on course assignmentsshows concern that you are learning the material
makes him/herself available outside of classdemonstrates knowledge of the subject matterpresents new material in an understandable way
shows a willingness to help students who have difficulties
communicates concepts, content and issues clearly
is approachable about course related questions
shows enthusiasm for the subject and for teaching“optional question for your particular section”

1111111111111
1122222222222
2222

33
3
333
3
3
3
3
3
33
3
3

444
44
4
4
444
4444
4

5
5
5
5
5
55
5
5
5
5
5
5
5
5

6
6
6
66
6
6
666
6
6666

Open Ended Questions
1.

What strengths has the instructor demonstrated that helps you to learn the course material?

2.

What specific ways could the instructor improve how he or she teaches this course?

3.

What other comments would you like to make regarding the instructor or the course?

4

Adapted from Lampert, L., Tice, S., & Featherstone, P. (Eds.). (1996). University Teaching: a Guide for Graduate
Students. Syracuse, NY: Syracuse University Press.

SELF-REFLECTION 1

Questions that may be useful in self-reflection include:
1. Was I really interested in the material I was teaching?
2. Was I enthusiastic in how I was teaching?
3. Was I well-organized in my presentation of material?
4. Was my presentation well-paced? Did I pause when I asked students to respond?
5. Could I have varied my presentation to make it more interesting?
6. Did the lesson/class proceed as I expected? If not, how did it change from myexpectations? Was this a positive or negative result?
7. What strategies were helpful when students became confused?
8. What were the best aspects of this class?
9. What problems need to be addressed?
10. If I were to teach this course again, what would I do differently?

1

Instrument developed by Miller, J. E. (2005) in Seldin, P., & Associates (2006). Evaluating faculty performance:
A practical guide to assessing teaching, research and service. Bolton, MA: Anker, p. 253.

CLASSROOM OBSERVATION REPORT 1
TInstructor evaluated _________________________
Course _______________________
Number of students present ___________________
Date _________________________
Evaluator(s) ___________________________________________________________________
Purpose: The purpose of this classroom observation is (1) to provide a data base for moreaccurate and equitable decisions on tenure, promotion, and merit increase and (2) to improvefaculty performance.
Instructions: Please consider each item carefully and assign the highest scores only for
unusually effective performance.
Questions 12 and 13 have been deliberately left blank. You and the instructor being evaluatedare encouraged to add your own items.
Each instructor should be observed on two occasions, and the observer(s) should remain in theclassroom for the full class period.
It is suggested that the observer(s) arrange a previsit and postvisit meeting with the instructor.
Highest5

4

Satisfactory
32

Lowest1

Not applicablen/a

1. Defines objectives for the class presentation.
2. Effectively organizes learning situations to meet the objectives of the classpresentation.
3. Uses instructional methods encouraging relevant student participation in thelearning process.
4. Uses class time effectively.
5. Demonstrates enthusiasm for the subject matter.
6. Communicates clearly and effectively to the level of the students.
7. Explains important ideas simply and clearly.
8. Demonstrates command of subject matter.
9. Responds appropriately to student questions and comments.
10. Encourages critical thinking and analysis.
11. Consider the previous items, how would you rate this instructor incomparison to others?
12.
13.
14. Overall rating on the basis of classroom observation.

1

Instrument developed by Seldin, P. (2004) in Seldin, P., & Associates (2006). Evaluating faculty performance: A
practical guide to assessing teaching, research and service. Bolton, MA: Anker, pp.248-250.