Framework for Teaching Assessment
Guided by a shared commitment to the creation of high-quality learning experiences for all students, assessment of teaching is based on evidence that demonstrates the following characteristics:
Learning-centered teaching practices that are engaging and inclusive.
Integration and alignment of learning goals, course materials, assignments, activities, and assessment strategies.
Responsiveness to feedback from students and peers related to supporting student learning.
Commitment to ongoing growth and professional development as an instructor.
Assessment of teaching should be based on (1) at least two sources of evidence which, taken together, address the four characteristics above, and (2) a narrative self-assessment that provides context and explanation for the sources of evidence.
Sources of Evidence for Assessment of Teaching
Using the options below can provide a more holistic and representative assessment of teaching practices across all disciplines. By embracing varied and diverse sources of evidence, we can foster continuous improvement of classroom practices with the goal of better supporting student learning and success.
Instructor Narrative Self-Assessment
A required source of evidence for instructors from all disciplines, instructors' narrative reflections on their teaching provide the orienting framework for assessment of teaching and an opportunity to report on the development of their teaching over time.
Peer Review
Peer review becomes a source of evidence for assessment of teaching when instructors provide documentation of peer feedback and include their own explanation of how this feedback has been used to inform decisions about teaching. Peer review might be based on classroom observations as well as a review of course materials.
Midterm Student Feedback
Midterm student feedback becomes a source of evidence for assessment of teaching when instructors provide documentation of the feedback, describe how they responded to students at the time, and explain how their students’ feedback has contributed to their teaching effectiveness.
End of Course Student Feedback
End-of-course student feedback gathered through the University of Iowa SPOT system becomes a source of evidence for assessment of teaching when it is accompanied by the instructor’s description and interpretation of student responses, along with a description about how this information has contributed to subsequent course planning or teaching practices.
Annotated Teaching and Learning Materials
Annotated course materials and representative student work can become sources of evidence for assessment of teaching when instructors provide a narrative description of their rationale for the materials or assignment design, accompanied by representative student work which demonstrates how the materials or assignment contributed to student learning.
Support for Student Learning Outside the Classroom
Work to support student learning outside the classroom -- such as mentoring, community-engaged learning, or other experiential learning -- can contribute to assessment of teaching when instructors provide documentation of their efforts and feedback related to improving support for student learning in these kinds of non-classroom settings.
Leadership and Scholarly Work Focused on Teaching
Leadership and scholarly work focused on teaching can contribute to assessment of teaching when instructors can demonstrate their substantive contributions to teaching and learning priorities of their department, the campus, professional networks, or scholarly organizations.
The Statement on Commitment to Effective Teaching and the Assessment Framework will be reviewed annually and affirmed or updated, as warranted, based on feedback from the university community.
Teaching and Learning at Iowa
Learn more about the history behind the University of Iowa’s efforts to increase teaching effectiveness over the years and how current programs, initiatives, and collaborations are helping us achieve the goals outlined in our strategic plan.