02: The Three-Voice Framework
- Page ID
- 38355
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While engaging in the DeLTA project, CAT and LAT members will learn, build, and pilot evidence-based teaching evaluation practices that involve collecting feedback from multiple sources: the instructor (self), trained peers, and students. Instead of relying solely on student end-of-course evaluations, this robust and equitable approach–termed the “three voices” (Andrews et al., 2020; TEval, 2019)—creates a holistic picture of teaching effectiveness and improvement (Reinholz et al., 2019).
Self Voice
Instructors are well-suited to provide evidence for their teaching goals, intentions, and efforts to learn and improve their practices. Through a process of self-reflection (Weaver et al., 2020), instructors are positioned to describe their teaching accomplishments, strengths, opportunities for improvement, and any changes they made to their practices based on experiences such as professional development activities and formative assessment efforts. Instructors can also synthesize and contextualize evidence from the student and peer voices regarding their overall teaching effectiveness (Krishnan et al., 2022).
Peer Voice
Trained peers are well-suited to provide evidence about an instructor’s teaching through teaching observations and review of teaching materials (Weaver et al., 2020). Peers consist of other instructors that have relevant expertise in the instructor’s discipline and teaching experience of their own, allowing them to contribute more constructive feedback compared to students (Thomas et al., 2014). When trained on evidence-based practices for conducting peer observations, peers can evaluate how well the instructor’s course content and skills align with the discipline and gauge the effectiveness of their teaching strategies (Thomas et al., 2014).
Student Voice
Students are well-suited to provide evidence on their day-to-day experiences in the course and the accessibility of the instructor (Krishnan et al., 2022). While students can provide information through end-of-course evaluations, their voice can also be reflected through mid-semester evaluations, pre- and post-assessments, and student interviews (Weaver et al., 2020).
References
Andrews, S. E., Keating, J., Corbo, J. C., Gammon, M., Reinholz, D. L., & Finkelstein, N. (2020). Transforming teaching evaluation in disciplines: A model and case study of departmental change. In White, K., Beach, A., Finkelstein, N., Henderson, C., Simkins, S., Slakey, L., Stains, M., Weaver, G., & Whitehead, L. (Eds.), Transforming institutions: Accelerating systemic change in higher education. Pressbooks. Retrieved from http://openbooks.library.umass.edu/ascnti2020/
Krishnan, S., Gehrtz, J., Lemons, P. P., Dolan, E. L., Brickman, P., & Andrews, T. C. (2022). Guides to Advance Teaching Evaluation (GATEs): A resource for STEM departments planning robust and equitable evaluation practices. CBE—Life Sciences Education, 21(3), ar42. https://doi.org/10.1187/cbe.21-08-0198
Reinholz, D., Finkelstein, N., Corbo, J., & Bernstein, D. (2019). Evaluating scholarly teaching: A model and call for an evidence-based approach," In Lester, J., Klein, C., Johri, A., & Rungwala, H. (Eds.), Learning analytics in higher education: Current innovations, future potential, and practical applications. New York, NY: Routledge
TEval. (2019). Transforming higher education—Multidimensional evaluation of teaching. Retrieved from https://teval.net
Thomas, S., Chie, Q. T., Abraham, M., Jalarajan Raj, S., & Beh, L. S. (2014). A qualitative review of literature on peer review of teaching in higher education: An application of the SWOT framework. Review of Educational Research, 84(1), 112–159. https://doi.org/10.3102/0034654313499617
Weaver, G. C., Austin, A. E., Greenhoot, A. F., & Finkelstein, N. D. (2020). Establishing a better approach for evaluating teaching: The TEval project. Change: The Magazine of Higher Learning, 52(3), 25–31. https://doi.org/10.1080/00091383.2020.1745575