Peer EvaluationPeer Evaluation … …How How to Join the USU Extension to Join the USU Extension

Witness Protection ProgramWitness Protection Program

Dr Dallas L. HolmesDr Dallas L. Holmes

Continuing Education ECEA Faculty Continuing Education ECEA Faculty Workshop, Workshop,

Roosevelt, UtahRoosevelt, Utah

April 15, 2005April 15, 2005

It’s all about Feeling Good and teaching excellence!

So Doc, What Have So Doc, What Have You Learned in Your You Learned in Your

33 Years With 33 Years With Extension ?Extension ?

Sage Words of AdviceSage Words of Advice

or the possibilities ofor the possibilities ofsurviving in a T&P surviving in a T&P

frenzy!frenzy!

Nothing increases Nothing increases your golf score like your golf score like

a witness!a witness!

SCORE SCORE CARDCARD

You must learn from the You must learn from the mistakes of others. You mistakes of others. You

cannot possibly live longcannot possibly live longenough to make them all enough to make them all

yourself.yourself.

- - Sam LevensonSam Levenson

Instruction Instruction Can Be Can Be ImprovedImproved Through Through

Evaluative FeedbackEvaluative Feedback

The The Very ThoughtsVery Thoughts of of Colleagues as Peer Colleagues as Peer Evaluators Arrive!Evaluators Arrive!

Peer Evaluation Peer Evaluation Should Not Should Not be a Disruptive Experiencebe a Disruptive Experience

in the Classroomin the Classroom

Before you criticize someone, you should walk a mile in their shoes. That way, when you criticize them, you are a mile away from them and

you have their shoes.

Peer Evaluator

Rule #1

Consistency and Comparability Consistency and Comparability is Enhanced When the Peer is Enhanced When the Peer

Evaluator Evaluator Uses the Approved Uses the Approved Extension Evaluation ToolExtension Evaluation Tool

USU Extension Peer USU Extension Peer Evaluation Form – Evaluation Form – “The “The

Plan”Plan”Part I - PEER EVALUATION FORM Part I - PEER EVALUATION FORM

FORFOR

CONTINUING EDUCATION CREDIT CONTINUING EDUCATION CREDIT COURSESCOURSES

• Instructor Instructor • Date of VisitDate of Visit• Program TitleProgram Title• Length of Time of Visit Peer EvaluatorLength of Time of Visit Peer Evaluator

USU Extension Peer USU Extension Peer Evaluation Form – Evaluation Form – “The “The

Plan”Plan”

Part II – REVIEW OF Part II – REVIEW OF INSTRUCTIONAL MATERIALS INSTRUCTIONAL MATERIALS (some of the following may not be (some of the following may not be used).used).

• Marketing MaterialsMarketing Materials• Instructional or Course OutlineInstructional or Course Outline• Instructional MaterialsInstructional Materials• Evaluation ProceduresEvaluation Procedures• Probable ImpactsProbable Impacts

USU Extension Peer USU Extension Peer Evaluation Form – Evaluation Form – “The “The

Plan”Plan”Part III - COMMENDATIONS:Part III - COMMENDATIONS:• Suggestions for Improvement:Suggestions for Improvement:• Signature of EvaluatorSignature of Evaluator• Build Your T&P File with the Build Your T&P File with the

EvaluationEvaluation

Consider the Consider the importance of importance of

instructional feedback instructional feedback by looking at life by looking at life

through the through the windshield, not the windshield, not the rear-view mirror. rear-view mirror.

--Byrd BaggettByrd Baggett

You’ve got to be You’ve got to be willing to give up willing to give up good to get great good to get great

- - Kenny RogersKenny Rogers

Consider Your Consider Your Value in the Value in the MarketplaceMarketplace of of Students/PeersStudents/Peers

Review Review Instructional Instructional

MaterialsMaterials

Organization of SubjectOrganization of Subject

•Was the format Was the format appropriate? appropriate? •Were objectives shared with Were objectives shared with learners? learners? •Did the instructor get the Did the instructor get the attention attention of learners early? of learners early? •If so, how?If so, how?

Did the Instructor Did the Instructor Demonstrate Instructional Demonstrate Instructional

Mastery?Mastery?

Peer Evaluators and Those Peer Evaluators and Those Evaluated Must Realize Evaluated Must Realize That That OneOne Time Evaluations, Time Evaluations,

Although Seemingly Efficient May Although Seemingly Efficient May Not Tell the Whole StoryNot Tell the Whole Story

When Appropriate, When Appropriate, Review the Marketing Review the Marketing

MaterialsMaterials for the for the Course Being Course Being

EvaluatedEvaluated

Review the Review the Instructional Course Instructional Course Outline… Outline… A Reality A Reality

Check!Check!

Evaluation Evaluation Procedure… Procedure…

The Evaluator May Use an The Evaluator May Use an Analytic/Synthetic Analytic/Synthetic

ApproachApproach

Did the Instructor…Did the Instructor…

1.1.   Discuss points of view other than Discuss points of view other than their own .their own .

2.2. Contrast implications of various Contrast implications of various theories.theories.

3.3.   Discuss recent developments in Discuss recent developments in the field .the field .

4.4. Present origins of ideas and Present origins of ideas and concepts .concepts .

5.5. Give references for more Give references for more interesting and interesting and involved points .involved points .

6.6. Present facts and concepts and Present facts and concepts and related related fields .fields .

7.7. Emphasize conceptual Emphasize conceptual understanding .understanding .

On Any Given Day On Any Given Day Evaluators Must Realize Evaluators Must Realize that the Presentation that the Presentation

May Not Go As PlannedMay Not Go As Planned

Did the instructor…Did the instructor…

    8.8. Explain clearly .Explain clearly .

9.9. Seem well prepared .Seem well prepared .

  10.10. Give lectures that are easy Give lectures that are easy to take notes in .to take notes in .

  11.11. Show care and precision in Show care and precision in answering questions.answering questions.

  12.12. Summarize major points .Summarize major points .

13.13. State objectives for each State objectives for each class session .class session .

  14.14. Identify what they consider Identify what they consider important .important .

Instructor-Group Instructor-Group InteractionInteraction

  15.15. Encourage class discussion Encourage class discussion  16.16. Invite students to share their knowledge Invite students to share their knowledge

and and experiences experiences  17.17. Clarify thinking by identifying reasons for Clarify thinking by identifying reasons for

questions questions  18.18. Invite criticism of their own ideas Invite criticism of their own ideas  19.19. Know if the class is understanding them or Know if the class is understanding them or

not not  20.20. Know when students are bored or confused Know when students are bored or confused  21.21. Have interest and concern in the quality of Have interest and concern in the quality of

their their teachingteaching  22.22. Have students apply concepts to Have students apply concepts to

demonstrate understandingdemonstrate understanding

Good Instructors Pay Close Good Instructors Pay Close Attention to the Needs of Attention to the Needs of

Their StudentsTheir Students

Instructor-Individual Instructor-Individual Student InteractionStudent Interaction

23.23. Have a genuine interest in students. Have a genuine interest in students. 

24.24. Are friendly toward students. Are friendly toward students. 

25.25. Relate to students as individuals. Relate to students as individuals. 

26.26. Recognize and greet students out of Recognize and greet students out of class. class. 

27.27. Are accessible to students out of class. Are accessible to students out of class. 

28.28. Are valued for advice not directly Are valued for advice not directly related to the related to the course. course. 

29.29. Respect students as persons.Respect students as persons.

Dynamism/EnthusiasmDynamism/Enthusiasm

30.30. Are dynamic and energetic persons. Are dynamic and energetic persons.

31.31. Have an interesting style of Have an interesting style of presentation.presentation.

32.32. Seem to enjoy teaching. Seem to enjoy teaching.

33.33. Are enthusiastic about their subject.Are enthusiastic about their subject.

34.34. Seem to have self-confidence. Seem to have self-confidence. 

35.35. Vary the speed and tone of their Vary the speed and tone of their voice. voice. 

36.36.Have a sense of humor.Have a sense of humor.

Milton Hildebrand, Robert C. Wilson, Evelyn R. Dienst (l971) Milton Hildebrand, Robert C. Wilson, Evelyn R. Dienst (l971) Evaluating University TeachingEvaluating University Teaching, Center , Center for Research and Development in Higher Education, University of California, Berkeley.for Research and Development in Higher Education, University of California, Berkeley.

So What is the So What is the Probable Probable ImpactImpact of This Course of This Course Upon the Lives of the Upon the Lives of the Students Enrolled? Students Enrolled?

The so what questionThe so what question … …

Was relevance Was relevance demonstrated? demonstrated?

• Did instructor link content with Did instructor link content with application? Did the instructor application? Did the instructor develop a conclusion? develop a conclusion?

• Were stated objectives met? Were stated objectives met? • Did instructor encourage student Did instructor encourage student

responsibility for further learning? responsibility for further learning?

Comments and Comments and Instructor Instructor DialogueDialogue

Evaluation can be Daunting Evaluation can be Daunting to Those Being Evaluatedto Those Being Evaluated

Peer Evaluation

Review

Evaluators Must Realize Evaluators Must Realize That There Are Inherent That There Are Inherent

Instructional Style Instructional Style DifferencesDifferences

If It At First You Don’t If It At First You Don’t Succeed, Redefine Succeed, Redefine

Success… Or At Least Success… Or At Least Consider Another OpinionConsider Another Opinion

Faculty Response to Faculty Response to the Evaluation… the Evaluation… How How Do I Document this Do I Document this

Evaluation Evaluation Experience?Experience?

Documentation & Citation Documentation & Citation StandardsStandards

T&P BinderT&P Binder• Use committee members for this process.Use committee members for this process.• Obtain 2-3 Peer review teaching evaluations annually.Obtain 2-3 Peer review teaching evaluations annually.• Use the format suggested in the teaching format from Use the format suggested in the teaching format from

the T&P manual when being evaluated by a reviewer.the T&P manual when being evaluated by a reviewer.• Include the Peer Evaluation Visit forms for each Include the Peer Evaluation Visit forms for each

evaluation.evaluation.– typed (not handwritten) and signed by the evaluator.typed (not handwritten) and signed by the evaluator.

• Make sure the review is held when you are teaching Make sure the review is held when you are teaching your clientele, not when you are teaching one another. your clientele, not when you are teaching one another.

• Place these in section F of the T&P binderPlace these in section F of the T&P binder• A list of those who have conducted reviews should be A list of those who have conducted reviews should be

included as part of this section. Prepare a list of peer included as part of this section. Prepare a list of peer evaluators. evaluators.

Citation StandardCitation Standard

Citation standardCitation standard• Holmes, D. L. (2001). Report of peer Holmes, D. L. (2001). Report of peer

evaluation for Dr. (faculty) teaching evaluation for Dr. (faculty) teaching Integrated Life Science 1350, Integrated Life Science 1350, an evening an evening course taught at the Roosevelt Center.course taught at the Roosevelt Center.

• Bills, B. D. (2002). Report of peer Bills, B. D. (2002). Report of peer evaluation for Dr. (faculty) teaching evaluation for Dr. (faculty) teaching Integrated Life Science 1350, Integrated Life Science 1350, and and evening course taught at the Roosevelt evening course taught at the Roosevelt Center.Center.

Well There You have it…Well There You have it…

Peer Evaluation 101Peer Evaluation 101

You can now pick up your “witness You can now pick up your “witness protection program ID card” from protection program ID card” from

any CE Executive Director!any CE Executive Director!