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Assessing Teaching Excellence

Assessing Teaching Excellence. John Norcini, Ph.D. Overview. Purposes Competencies Methods Challenges Good system of teacher evaluation Supporting teaching excellence. Education: That which discloses to the wise and disguises from the foolish their lack of understanding Ambrose Bierce.

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Assessing Teaching Excellence

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  1. FAIMER Assessing Teaching Excellence John Norcini, Ph.D.

  2. FAIMER Overview • Purposes • Competencies • Methods • Challenges • Good system of teacher evaluation • Supporting teaching excellence Education: That which discloses to the wise and disguises from the foolish their lack of understanding Ambrose Bierce

  3. FAIMER Purposes • Assess individual teachers • Help faculty improve • Establish accountability and make decisions • Assess educational programs • Improve curriculum and courses • Generate reform “Good teaching is one-fourth preparation and three-fourths pure theatre.” Gail Godwin

  4. FAIMER Competencies • Competency framework is essential but often missing (Hardin) • Competencies • Information provider, Role model, Facilitator, Assessor, Planner, Learning resource developer • Approach • Scientific principles, Attitudes and ethics, Decision making, Teamwork • Professional development

  5. Alumni ratings Employer ratings Administrator ratings Teaching scholarship Teaching awards Learning outcomes Teaching portfolio FAIMER Methods • Teaching activity • Student ratings • Peer ratings • External expert ratings • Self-evaluation • Video • Student interviews Berk, 2005

  6. FAIMER Student Ratings • Students rate teaching skills • Most popular measure of attributes like clarity, interpersonal rapport, concern for students... • Useful for formative, summative, and program evaluation • Thousands of studies with good evidence of reliability and validity • Challenges include the quality of the rating forms, assortment of biases...

  7. FAIMER Learning Outcomes • Using student performance to judge teaching skill • Assessment of outcomes rather than process • Establishes accountability • Best for formative and program assessment • Challenges include whether there are differences in ability of students to start and whether there are influences on students beyond the teachers...

  8. FAIMER Teaching Portfolio • Systematic collection of a variety of measures • Includes teaching effort, ratings, advising/mentoring, educational leadership-administration, learner assessment... • Judged by quantity, quality, scholarship • Good for both formative and summative assessment • Challenges include comparability, scoring standards, assessors...

  9. FAIMER Methods • Substantial number of methods • All add something • All have limitations • Important to rely on a system of assessment rather than individual measures • Incorporate several sources of information • Capitalizes on the strengths of several methods and balances out deficiencies

  10. FAIMER Challenges in Teacher Assessment • System of assessment • Nonexistent • Unfocused • For example, it relies on general satisfaction and does not include student achievement… • Undifferentiated • Satisfactory versus unsatisfactory • Unhelpful • Feedback does not inform improvement • Inconsequential

  11. FAIMER Challenges in Teacher Assessment • Faculty are threatened • Faculty do not believe it is needed • No culture of teaching • Not enough faculty development • Feasibility • Community-based preceptors

  12. FAIMER Characteristics of a Good System of Teacher Assessment • Annual process • Clear rigorous expectations • Multiple measures • Multiple ratings • Regular feedback • Significance

  13. FAIMER Supporting Teaching Excellence • Assessment of teaching excellence is most effective in the context of a continuous quality improvement program • Faculty development • Provides appropriate recognition

  14. Faculty Development • Faculty are trained to be health care providers but not teachers • Faculty development programs are intended to prepare faculty for their various roles • Help address faculty shortages • Empower faculty members to excel as educators • Create a community that values teaching and learning

  15. FAIMER Faculty Development • Effectiveness evidence (Steinert et al, 2006)‏ • Faculty development participants found the programs acceptable, useful, and relevant • Tests showed significant knowledge gains • Changes in teaching behavior were reported by participants and detected by students • Changes included greater educational involvement and establishment of networks

  16. Recognition • Significance of teaching assessment requires some form of recognition • Faculty are often not rewarded for teaching and educational activities • Many cannot afford to devote much time to clinical education • Develop a system that recognizes, rewards, and promotes faculty, in part, based on their teaching activities

  17. Recognition • Recognition can take a variety of different forms • Inclusion in the tenure and promotions process has been used successfully • Academy of Medical Educators in the UK • Recognizes commitment to medical education • Standards for membership that include active engagement, course work, CPD… • Acts as a credential that exceeds the minimum standards of the GMC for clinical trainers

  18. Summary • Goal of measuring teaching excellence is to improve the quality of care • Formative, summative, programmatic • Variety of methods • System and competencies are needed • It is important to support teaching excellence • Faculty development and recognition "Some cause happiness wherever they go; others, whenever they go." Oscar Wilde

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