Â鶹ӰԺ

The Teaching Quality Framework Initiative has a suite of materials and associated processes for transforming teaching evaluation at the departmental level. These materials include scholarly and evidence based resources for peer observation, self-reflection, and student-centered data sources. These materials align with a teaching evaluation framework that can be used to coordinate and assemble these disparate data sources into a coherent assessment approach.

Below we include a curated list of some of the tools that can be used/adapted by departments engaged in teaching evaluation transformation efforts.

TQF Assessment Rubric and Mapping Tool

• The TQF Assessment Rubric provides a scholarly framework for defining teaching quality across seven dimensions at various proficiency levels of achievement.
• The TQF Rubric Mapping Tool provides guidance on connecting sources of evidence to the seven dimensions of quality teaching and identifying gaps in current teaching evaluation systems.

Peer review

• Peer Observation Protocolsprovide structure and consistency to peer classroom observations [Templates and examples].
• Peer Observation Plansexplicate departmental processes around how peer observation fits into their teaching evaluation plans, including how the peer observation protocols will be used [Template and examples].
• Letter Writing Guidesprovide guidance to peer reviewers around what should go into a letter if a template or protocol is not used [Example].
• Visualization of Instructional Practices: a data-driven classroom observation service available to all instructors within the College of Arts and Sciences [more on ASSETT's website].

Student data sources

• Classroom Interviews: Guidelines for conducting classroom interviews [Example].
• Student Letters of Support: Guidelines for students writing faculty letters of support [Example].
• Better FCQs: Improved sets of questions on FCQs and recommendations for use [Takeaways from TQF/ODA FCQ pilot].

Self reflection

• Self-reflection: A list of guiding questions that align with departmental values and the TQF rubric. Faculty can select the most relevant elements of their own practices and to reflect on annually during the merit evaluation process [Example].
• Teaching Statement:  Guidance on what should be included in teaching statements for reappointment, tenure, and promotion dossiers [Example].