D A Checklist for Evaluating Teaching at the Departmental Level

Appendix D
A Checklist for Evaluating Teaching at the Departmental Level

(Drawn from Roe, E. and McDonald, R., 1983, Informed professional judgment: A guide to evaluation in post-secondary education, St Lucia, London and New York: University of Queensland Press.)

Learning Objectives

1. Are the programme and course objectives clear to staff and students?
2. Do the programme and course objectives clearly express learning outcomes in terms of knowledge requirements, skill requirements and attitudes?
3. Is the balance between the major programme and course objectives appropriate?
4. Do the programme and course objectives reflect an adequate academic standard?

Content

5. Is the programme content appropriately structured in terms of the balance between major objectives of the programme?
6. Is the sequence of programme content appropriate?
7. Is there sufficient breadth and depth in the programme content?
8. Does the programme content permit achievement of the programme objectives?

Teaching and Learning Strategies and Assessment

9. Having regard for the programme objectives are the various types of teaching and learning strategies used appropriately?
10. Are there adequate opportunities for students to engage in active learning?
11. Are the methods of assessment employed in the programme appropriate having regard for the programme objectives?
12. Does the weighting of assessment in different content areas reflect the balance between the major objectives of the programme?
13. Are the forms of assessment sufficiently valid and reliable in measuring student performance?

Resources

14. Are the staffing levels and numbers appropriate having regard for the duration of the programme, the numbers of students and the balance over different content areas?
15. Is there adequate support staff to meet technical and administrative needs?
16. Are the staff needs for informal and formal education and development activities adequately catered for?
17. Do library and IT resources provide satisfactory support for these programmes?
18. Is the level of specialist equipment satisfactory?
19. Are staff and students well accommodated for learning and study?

Quality Improvement

20. Does the department provide for adequate ongoing evaluation and redevelopment of the programme?

Appendix D A Checklist for Evaluating Teaching at the Departmental Level

Learning Objectives

Content

Teaching and Learning Strategies and Assessment

Resources

Quality Improvement

Appendix D
A Checklist for Evaluating Teaching at the Departmental Level