A word about assessment for the purpose of improving teaching: All formative assessments must be entered into voluntarily.  All assessments conducted by or in consultation with the teaching center will remain completely confidential.

Mid-term Self-assessment.

Mid-term self-assessment's come in numerous formats, but all forms involve the instructor planning, creating, and administering the assessment for him or herself.  The most typical form of mid-term self-assessment is an instructor created survey. 

If you would like to create a mid-term self-assessment plan but need some assistance in getting started, we can help.  We are happy to discuss the options available, some of the issues involved in writing survey questions, and the pitfalls to be avoided. 

Mid-term Assessment with a Consultant.

Mid-term consultant-assessment involves using a focus-group format.  After meeting with the instructor, the consultant meets with the class for 15-30 minutes focusing on the issues about which the instructor desires information.  The class is divided into small groups and asked to reach a consensus about one or more of the topics.  The class then comes together to share their ideas.  After the focus-group session, the consultant meets with the faculty member to discuss the responses.

Consultant assessment can be an intimidating process and because of its potential for exposing an instructor's vulnerability, several reassurances are necessary: 

1.    Consultant assessment is completely confidential.

2.    A positive spin is placed on the interaction with the students.  Students' are informed that because the instructor is concerned with excellence in teaching she or he has requested the consultation.  Students are asked to help the instructor insure that every student is having the best possible experience in class.  Students are told that not every request on their part can or should result in a change.  Students are made aware of the false-consensus effect: Assuming that many more people agree with you than actually do.  And finally, students are fully de-briefed after the focus group, with the purpose of reinforcing the positive responses made during the group the discussion.

3.    Every attempt is made to insure that the students and instructor view the consultation as a positive experience.

4.    A post focus-group meeting will help the faculty member to address all the issues and respond to the class in a positive manner after the mid-term.

Peer-Assessment.

Peer assessment involves classroom observation of at least one class meeting.  The peer-assessor meets with the faculty member to discuss the course goals, pedagogical approaches in use, and the specific goals for the class session that will be observed.  In consultation, the peer-assessor and the faculty member decide on the goals of the observation and the format of the information to be provided to the faculty member after the observation.  Soon after the observation, the faculty member meets with the peer-assessor to discuss the observations.  Whether the students in the class are informed about the observation or not is at the discretion of the faculty member.