OTEI and External Resources
Faculty can used evidence-based guides, rubrics, and other materials to inform and to self-assess elements of their course. OTEI has created or is providing the following resources for self-and-peer evaluation:
- Learning-Focused Assignment Guide. This holistic guide can help you assess the alignment, transparency, and inclusivity of your assignments, in terms of development, use, and revision of assignments.
- Learning-Focused Assignment Rubric.This rubric preceded the creation of the assignment guide and uses a point-scoring system. From the Universities of Virginia and George Mason.
- Learning-Focused Test Guide.This guide helps you assess the alignment, transparency, and inclusivity of your tests, both development and deployment.
- Test Blueprint Guide.This guide walks you through the process of creating a simple blueprint to evaluate your test questions and check on alignment with learning outcomes.
- Diversity & Inclusion Syllabus Statements.This resource lists a series of examples of statements from various institutions, compiled by the Clemson Faculty Learning Community “Dive In”.
- Faculty may also self-evaluate teaching practices and course materials with regards to diversity and inclusion, using the resources on the OTEI Diversity, Equity and Inclusion page.
- A Guide to Assessing the Focus of Syllabi.This article provides an overview and instructions for using a “valid and reliable syllabus rubric” from the University of Virginia. Faculty can also visit the OTEI website for a current version of the CU Syllabus Template (“the Student-Centered Undergraduate Syllabus Template” and others) at the Clemson Teaching page.
- An Introduction to Learning-Focused Assignment Design. This open-enrollment course in Clemson’s Canvas explains how to create a signature assignment, leads participants through the uses of the assignment guide, and provides multiple examples of self-evaluations using the guide. Visit Canvas and browse for the course title.
- Clemson's CAFLS (College of Agriculture, Forestry, and Life Sciences) has a comprehensive site on teaching evaluation, with advice to faculty on building a portfolio for review. Many of these resources are embedded in this site.
Faculty peers and administrators play an essential role in evaluating teaching through class observations. The following guide and sample peer observation forms (from Clemson and from other institutions) can orient you to the role of the observer in doing a peer observation of teaching.
- Peer Review of Teaching for 2020-21, a guide for modified in-class, blended, and online variations. You may also access the powerpoint for a presentation on this guide.
- A Guide to Peer Observation: Observing Teaching in Higher Education (OTEI). This guide provides an overview of teaching observations in higher education today, a suggested approach and schedule, and sample documentation.
- This Map of Teaching Effectiveness was designed by OTEI's director for a TIGERS Advance committee, in order to assist in answering the question, what is effective teaching? This map is aligned with the Faculty handbook and can be used to design more equitable reviews of teaching. It has been reviewed by the committee and multiple department chairs and is still undergoing review.
Sample protocols / checklists:
- A Checklist of Teacher Behaviors for a Class Session
- Classroom Observations CECAS example (adapted from the Center for Faculty Leadership and Development, University of Texas El Paso)
- College of Nursing Peer Review Form