Why Student Evaluation?
 
One reason is that it is expected. A better reason is that it is important to consider how others perceive us as teachers. It can increase confidence by demonstrating that we have been successful. Besides demonstrating accomplishments, it can lead to improvement by identifying areas that could be strengthened.

 
What Elements Does the Student Evaluation Form Capture?
 
The standardized Student Evaluation form allows for comparisons about one's teaching over a number of years. It can indicate a stable pattern or document changes in the effectiveness of the teaching. Summaries of student evaluations can also be used by the Library to document the overall contributions of its instructional programs as may be required/desirable for departmental reports, grants, and awards.

The form itself consists of four parts:

• The header provides a record of the course taught.

 

• The rating section (required) was intentionally designed to focus on the instructor's knowledge, preparation, interaction, and selection of content. It is a concise impression of the presentation which can be easily summarized.

 

• Also required is a set of open-ended questions to lend a qualitative understanding about the class. These are more difficult to summarize but often provide specific insights about the learning experience.

 

• Optional questions may be added as determined by a department or an individual librarian.

 
When to Evaluate?
 
The form can be used anytime the perceptions of those we teach will aid our self-development by confirming our doubts or dispelling our fears about a component of a class. It should be done often enough to be the basis of substantial evidence for review purposes. It must be done with every peer review.