Improving Teaching through Classroom Observation

Ronald A. Berk, “Survey of 12 Strategies to Measure Teaching Effectiveness,” in International Journal of Teaching and Learning in Higher Education 17.1 (2005): 48-62.

Reviews 12 different sources of evidence with which to measure teaching effectiveness, noting strengths and weaknesses of each source. Recommends that 3 or more sources be used to compile a more accurate, reliable, and comprehensive picture of teaching effectiveness.

PDF available online

Sarah MacDonald, "Theory and Practice of Classroom Observation." Report May 2017.

This report addresses how to effectively conduct classroom observations and give feedback in order to assess teaching. The report offers some overview of relevant research, as well as suggestions of best practices.

PDF available online

Kathleen T. Brinko, “The Practice of Giving Feedback to Improve Teaching: What is Effective?” in The Journal of Higher Education 64.5 (1993): 574-593.

Reviews literature about giving effective feedback in order to determine the most effective feedback processes (including what feedback to give, when, how, from whom and to whom) to improve teaching in higher education.

Online access available through Woodruff Library.

Dale J. Vidmar, “Reflective peer coaching: Crafting collaborative self-assessment in teaching,” in Research Strategies 20.3 (2006): 135-148.

Proposes reflective peer coaching as a model of formative self-assessment and critical reflection in one’s teaching practice. Offers detailed summary of how to prepare for and facilitate reflective peer coaching.

Online access available through Woodruff Library.

Ginger Weade and Carolyn M. Evertson, “On What Can Be Learned by Observing Teaching,” in Theory into Practice 30.1, “Educational Evaluation: An Evolving Field” (1991): 37-45.

Presents classroom observation as “systematic, intentional action.” Considers what to focus on during observation and reviews various observation methodologies.

Online access available through Woodruff Library.