1. 5 measurable faculty competencies for on line teaching:

• attend to unique challenges of distance learning
• Be familiar with unique learning needs
• Achieve mastery of course content, structure , and organization
• Respond to student inquiries
• Provide detailed feedback
• Communicate effectively
• Promote a safe learning environment
• Monitor student progress
• Communicate course goals
• Provide evidence of teaching presence.

Best practices include:

• Making interactions challenging yet supportive for students
• Asking learners to be active participants in the learning process
• Acknowledging variety on the ways that students learn best
• Providing timely and constructive feedback

Evaluation principles

• Instructor knowledge
• Method of instruction
• Instructor-student rapport
• Teaching behaviors
• Enthusiastic teaching
• Concern for teaching
• Overall

8. The American Association for higher Education 9 principle4s of Good practice for assessing student learning from 1996 hold equally in the F2F and online environments:

the assessment of student learning beings with educational values

assessment is most effective when it reflects an understanding of learning as multidimensional, integrated and revealed in performance over time

assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.

Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.

Assessment works best when it is ongoing, not episodic

Assessment fosters wider improvement when representatives from across the educational community are involved

Assessment makes a difference when it begins with issues of use and illumines questions that people really care bout

Assessment is most likely to lead to improvements when it is part of the large set of conditions that promote change.

Through assessment, educators meet responsibilities to students and to the public.

9 most of the online teaching evaluation instruments in use today are created to evaluate content design rather than teaching practices.

29 stakeholders for the evaluation of online teaching

• faculty members with online teaching experience
• campus faculty members as a means of establishing equitable evaluation across modes of teaching
• contingent faculty members teaching online
• department or college administrators
• members of faculty unions or representative governing organizations
• administrative support specialists
• distance learning administrators
• technology specialists
• LMS administrators
• Faculty development and training specialists
• Institutional assessment and effectiveness specialists
• Students

Sample student rating q/s

University resources

Rate the effectiveness of the online library for locationg course materials

Based on your experience,

148. Checklist for Online Interactive Learning COIL

150. Quality Online Course Initiative QOCI

151 QM Rubric

154 The Online Insturctor Evaluation System OIES

163 Data Analytics: moving beyond student learning

• # of announcments posted per module
• # of contributions to the asynchronous discussion boards
• Quality of the contributions
• Timeliness of posting student grades
• Timelines of student feedback
• Quality of instructional supplements
• Quality of feedback on student work
• Frequency of logins

1. 180 understanding big data

• reliability
• validity
• factor structure

187 a holistics valuation plan should include both formative evaluation, in which observations and rating are undertaken with the purposes of improving teaching and learning, and summative evaluation, in which observation and ratings are used in order to make personnel decisions, such as granting promotion and tenure, remediation, and asking contingent faculty to teach again.

195 separating teaching behaviors from content design