Below is a list of evaluations that are filled out either by fellows or by faculty members, learners, patients, peers or allied health professionals during the fellowship year. The fellow shall be notified within a reasonable time if an evaluation indicates unsatisfactory performance.
A one-on-one meeting between each fellow and the fellowship director will occur mid and end of year to review all fellows’ evaluations and identify strengths, weakness, goals and methods for improvement.
We have designed a checklist of required evaluations that are for you to collect throughout the year. The evaluations listed on this checklist are for you to keep track of.
One of the most valuable means of evaluating your lectures is to reflect on what you are planning to do or have done in terms of student learning objectives. Before the lecture you might consider the following:
- How will the materials you provide to students complement the lecture? Will they encourage or discourage attendance and to be attention?
- How will the lecture be related to assessment?
- Are the examples appropriate?
- What do you want students to get from the lecture?
- How will the lecture achieve this?
- Are you planning to cover the right amount of material, given the abilities, experience and motivation of the students?
- Are there any other better ways of organising your material?
- Are visual aids clear and the right length? How could they be improved?
- What activities for students are planned? What do you want students to gain from these activities?
Teaching Models: To determine the most appropriate instrument(s) for teaching evaluation one must first determine what kind of teaching model is being evaluated. Today we can identify at least the following evaluation forms, many of which are used in combination:
- Lecture-based: In these courses the primary body of material is communicated through lectures given by the instructor, supplemented by homework and examinations.
- Project-based: In these courses one or more student projects form the core of the educational experience of students. Instructors serve as mentors, guides, and critical appraisers of student project work.
- Laboratory-based: In these courses students work in a laboratory setting, with oversight provided by the instructor. The role of the instructor is similar to that of a project-based course, although the actual work of students is typically carried out in a more controlled setting, and the duration of a project is much shorter.
- Discussion-based: These courses or centered on seminars and recitations, in which the primary role of the instructor is to facilitate discussion.
- Distance education: There are numerous models for distance education. One prominent form uses recorded lectures of faculty (e.g., distributed via DVD or streaming video) combined with electronic interaction with a distance education instructor – who may not be the person giving the recorded lectures.
Sample Evaluation Form #3: Non-Template
SAMPLE EVAULATION FORM #3
In order to continue to improve the quality of educational programming, the Department of [Company], would appreciate you taking a few minutes of your time to complete this evaluation. Your comments and suggestion will help us to plan future lectures to meet your educational needs.
Please rate the degree to which the following objectives of this series/lecture were met (5=Completely; 4=to a high degree; 3=moderately; 2=minimally; 1=not at all)
Upon completion of this program, I will be able to:
- Conceptualize cases from the point of view of a cognitive therapist 5 4 3 2 1
- Understand a range of techniques that could be applied in each situation 5 4 3 2 1
For questions below: 5=Strongly Agree; 4=Agree; 3=Neutral; 2=Disagree; 1=Strongly Disagree
- I acquired new skills or knowledge in relation to topic discussed 5 4 3 2 1
- The Lecture description was accurate 5 4 3 2 1
- The teaching format/length was suitable to content 5 4 3 2 1
- The teaching level was appropriate to audience 5 4 3 2 1
- The quality of the facilities was adequate for learning 5 4 3 2 1
- Presenter for this session:
Excellent Good Fair Poor
Expressed ideas clearly 4 3 2 1
Presented useful examples 4 3 2 1
Thoroughness of content 4 3 2 1
Speaking/teaching ability 4 3 2 1
Effectiveness of audiovisual aids 4 3 2 1
Responsiveness to questions 4 3 2 1
Handouts 4 3 2 1
- Where did you learn about this Lecture?
Printed brochure Colleague Website Other:
- Suggestions for future topics, as well as comments on how this program could be improved to better suit your educational needs are always welcomed.