In response to a recommendation from the CAS Committee to Review Teaching Evaluations, the College encourages units to evaluate teaching using multiple evaluation techniques. Although each unit must use the College’s Student-Teacher Survey instrument to determine at least part of the annual faculty evaluation score, units are strongly encouraged to supplement the evaluation with other evaluation tools. Supplemental evaluation methods include the following:

• Assess the quality and quantity of advising.
• Use a self-assessment by the instructor.
• Assess the design of courses. Consider, for example, the quality of course syllabi (e.g., educational goals and objectives), the currency of required texts and other assigned reading/reference materials; how tests are designed, and the assigning grades.
• Evaluate instructional strategies. Consider, for example, how varied classroom activities/assignments are used to reach different types of students (e.g., laboratories, field work, films/videos, problem sets).
• Assess the quality of student learning by examining work produced by the student (e.g., exams, papers, projects, competitive events and alumni feedback).
• Evaluate the supervision of students in assignments, projects, internships, and field work.
• Assess the quantity and quality of the mentoring of undergraduate students.
• Assess mentoring and supervision of graduate students, including the number of students directed and committees on which one serves, the number of students receiving graduate degrees, the type of mentoring activities involved with these activities, etc.
• Use outcome-based evaluations. Consider, for example, students’ performance on measures of outcomes (e.g., exams, projects, competitive events, and unsolicited alumni feedback).
• Assess the development of teaching materials. Consider, for example, the preparation of web sites and learning centers, classroom and laboratory exercises, textbooks, and workbooks.
• Assess teaching context. Consider, for example, the characteristics of classroom, the characteristics of students, the educational resources available, the popularity of the course, and the popularity of time that the class is offered.
• Use the IDEA questionnaire available from the Instructional Development Program office (www.ou.edu/idp/faculty/eval.htm). The survey assesses whether students learned what the instructor intended them to learn. It contains diagnostic information and has national norms.
• Miscellaneous. Consider, for example, the instructor’s teaching load, the complexity of course being evaluated, the number of class preparations during the semester, the number of initial course offerings, independent study sections, etc.

An essay by Dee Fink titled “Improving the Evaluation of College Teaching” provides some guidance to aid in the selection of appropriate evaluation supplements (http://www.ou.edu/idp/tips/ideas/evaluation.htm).