During Instruction

This Section Includes

Introduction
Methods / Sources used with Students
Methods / Sources used with Teachers

Introduction

As in all good data collection scenarios, the more information we can collect the better our conclusions will be. A good data set will be carefully and honestly selected and range across differing sources in an effort to have any biases cancel out and to triangulate our conclusions. During the teaching process, you can collect information from three sources: the students, your peers (or a consultant), and yourself. Each has its strengths and weaknesses. The students are closely and personally involved in the process and might find it difficult to be objective. In addition, they rarely have any training in observation, recording, or evaluation and might be easily influenced by irrelevant points. But, on the other hand, they have more data than any other source since, hopefully, they attend class and pay attention. In a sense, the same might actually be said for your peers: if they have not had training in observation or do not have a structured format to follow, they might be more concerned with the accuracy of the content—after all, that is their primary interest—and not focus on your teaching strategies. But if they have had teaching experience, they could be excellent sources of ways to deliver the material and of traps to avoid. Consultants from teaching centers may not know the course content, but they are experts in delivery. Lastly, we can use our own insight into ourselves to help us improve our teaching, if, indeed, we can stand back and be honest.

Assessing Instructional Effectiveness During Class is divided into two parts: