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- Teaching portfolios allow instructors to provide several kinds of evidence of their teaching effectiveness, including reflective statements their teaching philosophy or practice; descriptions of efforts to improve their practice or innovate their courses; samples of syllabi and class assignments; and examples of student work product, such as papers, exams, and projects. The portfolio format is designed to reflect instructional choices and the professional rationale for the instructor’s decisions.
- Teaching inventories provide a more systematic review of how faculty structure and conduct their courses. The Teaching Practices Inventory, tested extensively across instructors at other research universities, is used mostly in STEM but is also being piloted in the social sciences. It generates a standardized self-report of the practices that extensive research shows are most highly correlated with student achievement. The inventory covers a range of relevant behaviors and allows for comparison of strengths and weaknesses among instructors. Many other types of inventories exist, including those intended to assess instructors’ goals and teaching perspectives.
Key dates for end-term feedback
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Frequently asked questions
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Key principles of evaluation
Key ideas guiding evaluations and student feedback at Stanford.