University of Washington, Tacoma
Institute of Technology

Collegial Evaluation of Teaching Form

Adopted May 2, 2008.

Version May 2, 2008.

Collegial evaluations of teaching should address as many of these concerns as is reasonable given the data available and the time constraints.

• Name of the evaluator, the date of evaluation, and a brief summary of the materials referenced for this review.
• Are student learning outcomes clearly stated in the syllabus or other related documents?
• Do these learning outcomes align with the "official" syllabus adopted by the Institute. If not, is there an account for why there is divergence?
• Is the instructional design (e.g. choice and sequence of topics covered, materials used, assignments required) aligned with the learning outcomes?
• Are outcomes adequately assessed in terms of student learning?
• Is there evidence of self-evaluation, or quality improvement measures by the instructor being evaluated? Have these manifest in changes to the course?
• Is there evidence that the instructor is incorporating state-of-the-art practice and pedagogy in this course?