Best Practices

Mid-Term Evaluations

Asking students for feedback on the course part way through the semester (ideally, even before the midpoint) can be a powerful way to harness their ideas, increase their buy-in and engagement, and decrease student annoyance on the end-of-semester evaluations. Fevzi Okumus's workshop provides a number of ideas, parameters, and suggestions for doing a midterm evaluation. This sample midterm evaluation may also be freely used or adapted for your own class.

9 Principles of Good Practice for Assessing Student Learning

American Association of Higher Education

  1. The assessment of student learning begins with educational values.
  2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.
  3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.
  4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.
  5. Assessment works best when it is ongoing not episodic.
  6. Assessment fosters wider improvement when representatives from across the educational community are involved.
  7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.
  8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.
  9. Through assessment, educators meet responsibilities to students and to the public.

Best Practices Websites

Website Title Comments
American Journal of Pharmaceutical Education

Excellent site on evaluating teaching using best practices model.

In addition to the information included here, we invite you to participate in events focused on Assessment listed in our calendar and to contact the Faculty Center for additional assistance.

 

Faculty Spotlight View Other Award Winners

Alla Kourova
College of Arts and Humanities Alla   Kourova Teaching is about making some kind of dent in the world so that the world is different than what it was before you practiced your craft. What kind of dent do I want to make? Rather, what effect do I have (or am capable of having) on my students and their learning? I attempt to answer these questions in ...

Drew Noble Lanier
College of Sciences Drew Noble Lanier Students retain more course material when they are active learners. Employing a mixture of lecture and the Socratic Method communicates the course’s basic concepts and ideas, while assessing student comprehension.Students will retain more of the course material if it is relevant to them. I frequently offe...

Lisa Mills
College of Arts and Humanities Lisa Mills When I arrived at UCF eleven years ago I believed my primary role as an educator was to prepare students for a profession. My teaching philosophy has greatly changed since then, and my classroom activities and assessments reflect a new and evolving belief that I should learn from my students and that I have a res...