The study of methods, models and materials which can be used to analyze teaching effectiveness. Variables studied include: input and output measures as standards; the relationship between goals and measurements; criterion, norm and self-referencing; intended use-formative or summative; sources-peer, supervisor, self and client; personal or mediated; formal or informal; systematic or random; planned or spontaneous. Prerequisite: Graduate standing.
Prerequisite(s) / Corequisite(s):
Most current editions of the following:
Supervision and instructional leadership: A Developmental approach
By Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M (Allyn & Bacon) Recommended
To define the characteristics of effective teachers and teaching.
To evaluate and apply methods of evaluating teacher effectiveness.
Describe characteristics of effective teachers and teaching.
Differentiate among various methods of evaluating effective teaching.
Write an instrument for evaluating one’s own or another’s teaching effectiveness.
Use the instrument developed to evaluate one’s own or another’s teaching effectiveness.
The role of evaluating teaching effectiveness
High stakes versus low stakes evaluation
Issues of reliability
Issues of validity
Issues of practicality in teaching evaluation
Methods, models and techniques of teaching evaluation
Planning teaching evaluations
Conducting teaching evaluations
User of evacuation products
Teaching evaluation--trends and issues
Recommended maximum class size for this course: 15
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical
outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.