Multifaceted Evaluation of Teaching and Learning
Please note: We are in the process of developing more resources to guide you through the multifaceted evaluation of teaching. Currently, we are emphasizing Student Perspectives of Teaching (SPOT) as a foundational tool for reflective practice, and more resources will follow.
The multifaceted evaluation approach promotes a comprehensive understanding of teaching effectiveness by incorporating multiple perspectives—those of students, peers, and instructors—through various types of evidence and teaching artifacts.
Multifaceted evaluation of teaching and learning can be both formative and summative. Formative evaluation provides instructors with ongoing feedback to enhance their teaching throughout the instructional period. Summative evaluation, in contrast, is used to assess overall teaching effectiveness, informing decisions about reappointment, promotion, or tenure.
The Teaching, Learning, and Evaluation Policy articulates the university’s approach to the multifaceted evaluation of teaching. Appendix B of this policy outlines the five domains of the Framework for Effective Teaching, listing specific indicators of quality teaching and evidence sources. These indicators are guide instructors and are neither prescriptive nor exhaustive nor evidence types.
Explore these strategies to gather evidence and reflect on your teaching across the five domains:
Expertise, content, and outcomes: What students are expected to learn and the expertise that instructors require to facilitate this learning.
Evidence from Instructors (Self)
Expertise, content, and outcomes: What students are expected to learn and the expertise that instructors require to facilitate this learning.
- Teaching Philosophy Statement outlining teaching beliefs and growth
- Selected course materials (e.g., syllabi excerpts) demonstrating subject matter quality
- Disciplinary resources showcasing current trends and research relevance
- Teaching reflections (journals, notes, etc.) incorporating student and peer feedback for continuous improvement
- Explanation of how teaching goals align with course learning outcomes
- Course improvement plans based on student and peer feedback
- Professional development records showing ongoing learning in the discipline or teaching methods
Evidence from Peers
- Peer Review of Course Design/Materials: Formative and/or summative evaluations (preferably multiple times) on course content and rigor.
- Discussions with Colleagues: Documentation of formal/informal discussions relevant to ECO domain indicators.
Evidence from Students
- TSQS formative/midterm feedback on course content and learning outcomes
- Informal student feedback highlighting course content impact and outcome effectiveness
- Qualitative data from SPOT comments addressing ECO indicators
- Student achievement data related to learning outcomes
- Examples of student research projects stemming from course content
Course design: Constructive organization of course objectives, resources, assignments, and assessments:
Evidence from Instructors (Self)
- Teaching reflections (journals, notes, etc.) integrating student and peer feedback on course design
- Selected materials (e.g., syllabi excerpts, assignments, rubrics, multimodal resources) demonstrating course design and teaching
- Assessment tasks showcasing variety and appropriate levels of student achievement
- Feedback strategies with specific, measurable, and timely examples
- Course redesign records showing updates to content and assessments
- Reflective summary of peer reviews, highlighting new learnings and improvements
- Learning materials portfolio with varied, cost-effective resources (e.g., open educational resources)
- Documentation of professional development in course design and pedagogy
Evidence from Peers
- Peer reviews of course design, focusing on organization, pacing, and alignment with outcomes
- Documentation of formal or informal discussions (e.g., teaching squares, mentor-mentee activities) related to CD indicators
- Insights from peers on the effectiveness and diversity of learning activities and assessments
Evidence from Students
- SPOT data (questions 1-9): qualitative and quantitative insights related to CD subdomains
- TSQS formative feedback on course design coherence and effectiveness
- Informal student feedback on course materials, pacing, and assessments
- Student achievement data linked to course design, learning outcomes, and assessments
- Student work examples showing learning outcomes, including assessment descriptions and rubrics
Instructional practices: Teaching preparation, methods, and approaches to facilitate learning. Put another way, this domain is concerned with how instructors interact with students and the quality of their instruction.
Evidence from Instructors (Self)
- Teaching reflections (journals, notes) integrating student and peer feedback on instructional practices
- Sample course materials (lesson plans, activities, assessments)
- LMS resources showing learning activities and their impact
- Assessment descriptions highlighting evidence-based approaches and examples
- Reflective summary of peer teaching observations, including strengths and improvements
- Documentation of inclusive teaching skills and experiences
- Discussion of integrated Indigenous pedagogies in learner-focused practices
- Comprehensive list of teaching roles and responsibilities
- Graduate student learning contributions with documented impact on learning and scholarship
- Mentorship goals and reflections on insights gained from students and colleagues
- Professional development records related to instructional practices
- Evidence of accessibility strategies and adaptations for diverse learning needs (e.g., flexible due dates)
Evidence from Peers
- Peer teaching observations (formative/summative), focused on instructional practices
- Peer reviews of learning assets (LMS, lesson plans, assessments)
- Documentation of collegial discussions (e.g., teaching squares, mentor-mentee activities)
- Peer recognition through invitations to teach
- Peer recognition via teaching awards or nominations
Evidence from Students
- SPOT data (Questions 10-18): qualitative and quantitative insights on instructional practices
- TSQS mid-course surveys: student feedback on teaching practices
- Informal feedback on student engagement and interaction
- Student work samples and achievements (e.g., career placement, grad school, publications)
- Student self-assessments reflecting on learning
- Letters of support endorsing instructor impact
- Supervisee/mentee feedback on student learning
- Teaching awards and nominations recognizing student appreciation
- Student-instructor research and community learning projects
Learning environment: Physical and virtual support system where the classroom is viewed as a complex, dynamic, and physical digital system of opportunities for sustained teaching and learning interactions and relationships. Note, this domain is largely operational, and is the responsibility of the university, not individual instructors. The learning environment fostered instructors in their courses is captured in the instructional practices domain, particularly the sub-domain on class climate.
Evidence from Instructors (Self)
- Teaching reflections (journals, notes) integrating student and peer feedback on the learning environment
- Documentation of technology use to enhance student engagement and learning
- Evidence of accessible course design and accommodations for diverse learning needs
- Examples of student support awareness and instructional strategies for individual needs
- Evidence of course scheduling considerations for academic progression
- Reflective summary of peer reviews, highlighting new learnings, changes, and strengths
Evidence from Peers
- Peer teaching observations (formative/summative) focused on LE domain indicators
- Peer reviews of course design/materials, addressing the learning environment, accessibility, and student support
- Institutional reports, quality assurance reviews, accreditation studies, and council minutes
Evidence from Students
- TSQS mid-course surveys and SPOT data sharing relevant student feedback
- Aggregated UofA and third-party student surveys
- Student Experience Action Plan (SEAP) survey
- National Survey on Student Engagement (NSSE)
- Quality Assurance Reviews and Accreditation Surveys
- Student Services Awareness, Campus Security Perception, and Canadian Undergraduate Student Consortium (CUSC) surveys
Reflection, growth and leadership (RGL): Efforts to contribute to growth in self and others’ teaching practices. Put another way, this domain focuses on personal and collaborative efforts instructors engage to contribute to growth in themselves and others to improve the learning environment.
Evidence from Instructors (Self)
- Teaching dossier/portfolio documenting self-reflection, teaching practice, and professional development
- Teaching reflections analyzing strategies and materials in relation to teaching philosophy
- Self-reflective records (journals, notes) detailing decisions and outcomes of teaching improvements
- Teaching philosophy statement highlighting beliefs, growth, and learning
- Equity, diversity, and inclusivity statement in syllabus or dossier
- Teaching goals statement outlining future skill development and scholarship contributions
- Documentation of professional development through workshops, courses, mentorship, and communities of practice
- Research-informed teaching practices and course materials
- Contributions to teaching discourse via presentations and publications (SoTL)
- Documentation of leadership roles in mentorship and supervision related to teaching
Evidence from Peers
- Membership on teaching and learning committees or working groups
- Interdisciplinary feedback/reviews from faculty on teaching and courses
- Peer-reviewed SoTL presentations and publications
- Invitations to speak on teaching and learning topics
- Evidence of impact on peer scholarship (e.g., citations or SoTL applications)
- Letters/testimonials on contributions to teaching research from colleagues
- Peer feedback highlighting leadership and mentorship in teaching
Evidence from Students
- Reflective summary analyzing student evidence on teaching effectiveness
- Thematic analysis of key student feedback
- Systematic analysis of student learning, including longitudinal studies
- Discussion of course improvements based on student input
- Letters of support highlighting instructor impact (post-teaching/supervision)