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Online Instructor EvaluationA Competency Framework for Effective Teaching
http://www.planning.murdoch.edu.au/docs/acfet/
Overview of Effective Teaching Competencies
- Providing a Clear and Empathetic Learning Environment
- Promoting Active Student Involvement
- Catering for Students' Learning Difference
- Assisting Students to Identify the Outcomes of Their Learning
- Engaging in Self-Development
Teacher Leadership Competencies
- Developing the Ability to Model Effective Teaching
- Providing Leadership in the Professional Development of Academic Colleagues
- Assuming a Leadership Role in Programme and/or Unit Development
- Promoting Quality in Teaching and Learning in the University and Discipline
This is an interesting article - lots of details. In an onliine environment, we make a big distinction between course design and "instruction" whereas in face-to-face, everything is lumped together. However, going through the detailed lists, there were many points that could be used to evaluate instructors separately from the course design. Most instructors of my acquaintance have to wear both hats and it would be difficult to assess their "instruction" separate from their course development, just as it is in a classroom.
University of Pheonix and high school are interesting because they are more likely than higher ed to have separated course development and delivery, and include direct monitoring/supervision/mentoring for instructors to deliver the standard curriculum/content.
Best Practices for Administrative Evaluation of Online Faculty
http://www.westga.edu/~distance/ojdla/summer72/tobin72.html
There is a good discussion on a subject that can be somewhat contentious. There is a checklist for evaulation provided as an appendix. Checklist for Online Interactive Learning (COIL)
The role of an instructor in distance education is likely to be somewhat different than in resident instruction and requires some specialized skills and strategies: "distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students, work in teams when appropriate, and play the role of facilitator or mentor in their interactions with learners. Finally, they may have to assume more administrative responsibilities than is true in a residential model"
Seven Principles for Good Practice in Undergraduate Education
http://www.byu.edu/fc/pages/tchlrnpages/7princip.html
by Arthur W. Chickering and Zelda Gamson,
originally published in the AAHE Bulletin in 1987
Implementing the Seven Principles: Technology as Lever
http://www.tltgroup.org/programs/seven.html
?? teaching practices - older article ? 9 steps / criteria - inludes discipline
Quality on the Line - includes a framework that helps separate course design evlauation from instructor evaluation. Still, this is pretty difficult to do.
University of Pheonix - courses are lead by hired instructors who have little intereaction with the course developers. If all the instructors are using the same online course materials, the differences must be in the instructor. :o)
There are some methodologies for making mentoring less subjective and more objective but these are very time consuming for the mentor and the mentee. However, many "practices" - social work, medicine have similar evaluation challenges as online instructor evaluation. They emphases evaluation of process, rather than product or deliverable.
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