Summative tools for assessing

teaching quality in higher education

Teaching Portfolio:

The NUS ExperienceBy

Alex Y. K. Ip and D. Pan

CDTL, NUS

Students (undergraduates)

Students (undergraduates)

Teaching materials, methods, approach, strategies

Students (undergraduates)

Teaching materials, methods, approach, strategies

Teacher

What are the goals?

How to achieve those goals?

Why do I prepare it this way?

Teac

hin

g po

rtfo

lioStu

dent feedback

Peer review

Teaching evaluation for promotion and

tenure and teaching awards

NUS

For the NUS teaching community

For junior teaching faculty

Pedagogy (Tools): Constructing Teaching Portfolios for

Promotion and TenureSpeaker : Professor K P Mohanan

Deputy DirectorCentre for Development of

Teaching and LearningDate : Friday, 18 August 2006Time : 10.00am to 12.00pmVenue : CDTL Seminar Room

Central Library Annexe

For senior teaching faculties

ProblemsTeaching portfolio is less useful thanstudent feedback and peer review as a summative tool.

Big volume

Standard materialNon-differential

Feedback from Science FPTC• Dossiers tend to be too voluminous, especially

for the module folder in many cases. While it is understandable that an applicant wishes to include everything that could strengthen his case, the material should be very well selected and to the point. Overburdening the dossier with information of marginal value can actually be counterproductive because it lowers the signal-to-noise ratio. Important information may then be overlooked or not appreciated fully. As a rule, a single folder should suffice to make the case.

Education principle 1:

Student must know how they are assessed.

ProblemsTeaching portfolio is less useful thanstudent feedback and peer review as a summative tool. WHY?1. How is it being assessed? What is the scheme of assessment?

For the NUS teaching community

For junior teaching faculty

Pedagogy (Tools): Constructing Teaching Portfolios

for Promotion and TenureSpeaker : Professor K P Mohanan

Deputy DirectorCentre for Development of

Teaching and LearningDate : Friday, 18 August 2006Time : 10.00am to 12.00pmVenue : CDTL Seminar Room

Central Library Annexe

Solution 1: Construct an evaluation scheme for teaching portfolio and make it transparent.

What are the problems?

How to solve those problems?

Why are those problemsimportant?

Education principle 2:

Students are motivated to learn when they receive feedback on their works

ProblemsTeaching portfolio is less useful than

student feedback and peer review as a summative tool.

1.How is it being assessed? What is the scheme of assessment?

2.Where is the feedback?

Solution 1: Construct an evaluation scheme for teaching portfolio and make it transparent.

Solution 2: Give feedback on the strong and weak points of the portfolio.

Education principle 3:

Attitude towards learning is defined not just by the brain, but also by the heart.

Components of Attitude:

Attitude

Cognitive

Affective Behavioral

What your brain says

What your heart says

What you “do” about what you know and what you

feel

Attitude and Approaches to teaching

Motive StrategiesApproach

“We teach who we are…Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together… ….We need to open a new frontier in our exploration of good teaching: the inner landscape of a teacher’s life. To chart that landscape fully, three paths must be taken—intellectual, emotional, and spiritual—and none can be ignored.……..Here is a secret hidden in plain sight: good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.”

Palmer (1997)

Development of a scholarly teacher:

Development

Intellectual

Spiritual Emotional

ProblemsTeaching portfolio is less useful than

student feedback and peer review as a summative tool.

1.How is it being assessed? What is the scheme of assessment?

2.Where is the feedback?

3.Why are the “spiritual” and “emotional”components missing?

Solution 1: Construct an evaluation scheme for teaching portfolio and make it transparent.

Solution 2: Give feedback on the strong and weak points of the portfolio.

Solution 3: Stress on the developmental (including spiritual and emotional) aspects of a teacher.

Summary

Guidelines GuidanceAssessment scheme and standard

Feedback Encourage reflection and development

Portfolio as a

summative tool

The end

Pedagogy (Tools): �Constructing Teaching Portfolios for Promotion and TenureFeedback from Science FPTCPedagogy (Tools): �Constructing Teaching Portfolios for Promotion and Tenure