Evaluation Resource Central: Student Evaluations of Faculty
This information does not act as a substitute for a visit with one of our writing tutors. It is provided as a starting point for your work. We strongly recommend scheduling an appointment with one of our writing tutors for more tailored, one-on-one conversations about your evaluations.
In the faculty evaluation, you should mention those things which have been important to the educational exchange which has occurred between you and the faculty member. The following general evaluation items may help to focus your thoughts. Don't write a list of answers to these questions. Rather, write an essay for which you have prepared yourself by reflecting on your work with the teacher. Remember, specific examples are worth more than generalizations; constructive criticism is more valuable than praise.
Possible Questions to Address in Student Evaluations of Faculty
- How well did the faculty member meet commitments in the following areas?
- Teaching activity directly involving students
- Academic advising of students
- Maintenance of student records
- Academic planning of the program
- Did the faculty member exercise good and fair standards in the awarding of credit to students?
- What evidence did the faculty member show of ability to do the following kinds of work?
- Ability to organize a lecture, seminar discussion, reading list, field trip effort, depending on assignment
- Ability to distinguish and emphasize important concepts for students to grasp, remember
- Ability to formulate clear, useful assignments of reasonable (but challenging!) length and difficulty
- Ability to evaluate students' work fairly--without undue harshness or softness
- Ability to adjust to students' level of comprehension, providing explanations at a level which is understandable to the student
- Ability to communicate enthusiasm and interest for subject matter
- Ability to promote serious and interesting discussion; skill at asking "open-ended" or "divergent" questions; skill at encouraging students to ask questions and initiate discussion
- Ability to tolerate points of view different from his/her own, to encourage independent thinking on the part of students, and to get students to be open to the views of others
- Efficiency in giving students prompt feedback on their work
- Accessibility to students who need academic help
- How well did the faculty member adapt to the team situation? Did he or she handle with authority relations between students and faculty and between faculty and faculty without difficulty? How easily does he or she come to understand the point of view of others? Is the faculty member willing to discuss ideas and functional matters without excessive personal prejudice intervening?
- How able does the faculty member appear to be in handling instruction in his/her principal area of expertise? That is, does he or she have a good grasp of the field?
- Is the faculty member capable of planning and carrying through the coordination of a program? (This is especially applicable to persons teaching in or beyond their third year at Evergreen.)
- Add additional items particular to your program.