The evolution of teaching assessment at the University of À¶Ý®ÊÓƵ
Project teams at À¶Ý®ÊÓƵ have been conducting background research on teaching assessment processes since 2014, beginning with the first iteration of the Course Evaluation Project Team (CEPT1), followed by CEPT2, the Complementary Teaching Assessment Project Team (CTAPT), and the Task Force on Graduate Supervision (TFGS).
View the detailed Student Course Perceptions timeline
A shift in organizational culture
These changes represent an immense shift in organizational culture, impacting a variety of stakeholders with specific needs and concerns: students, instructors, department Chairs, administrators, tenure and promotion committees, deans, associate deans, and University leadership. The Teaching Assessment Processes team takes these voices into account while coordinating all the pieces of this important culture shift.
Reports from the TAP Office
The Teaching Assessment Processes (TAP) office undertakes ongoing analysis of Student Course Perceptions (SCP) and other teaching assessment data. Reports outlining findings will be added as they are completed.
Historical Reports
The following table lists links to reports related to the development of assessment processes specific to graduate supervision (GS), teaching dossiers (TD), peer review (PR), student course perceptions (SCP), as well as background research (BR).
| Report (link) | Year | Author | BR | SCP | PRT | TD | GS |
|---|---|---|---|---|---|---|---|
| Peer Review of Teaching Details and Report Template (PDF) | 2022 | CTAPT | Ìý | Ìý | x | Ìý | Ìý |
| Comparative analysis (PDF) | 2021 | TAP | Ìý | x | Ìý | Ìý | Ìý |
| Faculty consultations: peer review | 2021 | CTAPT | Ìý | Ìý | x | x | Ìý |
| Pilot test - data analysis report | 2020 | CEPT2 | Ìý | x | Ìý | Ìý | Ìý |
| Interim Report to Senate | 2020 | CTAPT | Ìý | Ìý | x | x | Ìý |
| Backgrounder: Methods for the Assessment of Teaching | 2019 | CTAPT | x | Ìý | Ìý | Ìý | Ìý |
| 2018 | CTAPT | x | Ìý | Ìý | Ìý | Ìý | |
| Dimensions of Teaching Effectiveness: Links to the Literature | 2018 | CTAPT | x | Ìý | Ìý | Ìý | Ìý |
| Backgrounder: Defining Effective Teaching | 2018 | CTAPT | x | Ìý | Ìý | Ìý | Ìý |
| Focus group report: student consultations | 2018 | CEPT2 | Ìý | x | Ìý | Ìý | Ìý |
| Focus group methodology | 2018 | CEPT2 | Ìý | x | Ìý | Ìý | Ìý |
| Final report, phase 1 | 2016 | CEPT1 | Ìý | x | Ìý | Ìý | Ìý |
| Comparing sample course evaluation questions with existing question sets used by À¶Ý®ÊÓƵ faculties (PDF) | 2016 | CEPT1 | x | Ìý | Ìý | Ìý | Ìý |
| Mapping sample common scaled questions to foundational sources (PDF) | 2014 | CEPT1 | x | Ìý | Ìý | Ìý | Ìý |