Tools and Resources

Top Downloaded Tools and Resources at Penn State

This document was created to provide you with a source of options for gathering data on teamwork assignments and projects. You may choose to adopt one of the examples as is, combine elements from several of the examples, or use the examples to identify characteristics that correspond to particular aspects of your assigned work, course content, or student population.

This document describes a specific strategy that provides a collaborative learning experience for students.

“What Should Penn State Consider in the Evaluation of Teaching Besides Student Ratings and Peer Observation?” University Faculty Senate, Commonwealth Caucus Meeting, Monday, September 17, 2018
Senate Meeting Room, Kern Bldg.

The Commonwealth Caucus discussed additional sources of information and evidence that could inform the evaluation of teaching.

Three examples of simple mid-semester feedback questionnaires.

In-depth discussion of planning and writing a case study. Key steps discussed include identifying the reason for using a case study; drafting the case; and piloting and revising it.

A handout that provides information and exercises on how to plan an effective class session.

This FAQ sheet addresses many issues related to attendance in large classes.

Brief explanation of several easy-to-use Classroom Assessment Techniques, with examples.

This PowerPoint presentation describes how to us item analysis to determine the efficacy of multiple choice questions.

This two-page handout provides a basic explanation of how to make and use rubrics to improve grading. Print references included.

An easy to use graphical representation of updated Bloom's Taxonomy congitive domain, including definitions.

This file describes the characteristics of adult learners and strategies for instructors who teach them.

This is a faculty peer evaluation form (peer observation, classroom observation). It has a "checklist" format, it does not have a scaled rating (Likert scale) format. This form asks faculty peer reviewers to note the presence of teaching activities/behaviors that have already been established as indicative of high quality teaching. This form is intentionally designed to be shortened by the faculty in an academic unit so that it reflects the unit's teaching values and the priorities of the unit. It should not be used "as is" because it is too much to expect to reviewers to evaluate; fewer items per section list will make the form easier for faculty to use.

The form was created based in January 2006 based on information in: Chism, N.V.N. (1999) Chapter 6: Classroom Observation, Peer Review of Teaching: A Sourcebook. Bolton, MA: Anker Publishing.

This PowerPoint presentations describes the instrument called the Perceived Difficulty Assessment Questionnaire and provides its theoretical background. A few examples of its use are also included.

This report focuses on using student ratings data in the faculty evaluation process and is based on Senator Linse’s original work (Linse, in press), with additions specific to Penn State and the SRTEs.