Small Group Instructional Diagnosis: Formative, Mid-Term Evaluations of Composition Courses and Instructors

Abstract

Assessing the teaching of writing is a process fraught with conflict. Despite a significant body of research pointing to the importance of multiple assessment measures and careful interpretation of the data, the evaluation of postsecondary teaching still relies heavily on a single measure of performance-the student ratings score-and interpretation of this score is often done in a hasty, haphazard fashion. Aside from student ratings, other data on teaching effectiveness tend to be collected in piecemeal fashion, without sufficient space for reflection and dialogue. When it comes to assessment, practical realities-including a lack of time, administrative resources, or knowledge about best practices-frequently trump our intentions to do a comprehensive job of evaluating classroom performance. Without clear guidelines for collecting and interpreting data, the outcome can be influenced by individual biases about what counts as evidence of good teaching. This collection offers new perspectives on that question of "what counts," pointing to ways that we can more effectively gather data about teaching and offering practical guidance for interpreting it. It also suggests ways we can improve our practice, mentor new teachers, foster dialogue about best practices, and make those practices more visible.This book is for teachers who want to improve their practice, administrators and program directors who hire and train instructors, and faculty and staff in writing programs, centers for teaching and learning, and other instructional support units on college campuses. Although its primary audience is composition specialists, the collection offers practical suggestions and perspectives that apply to many contexts for postsecondary teaching. The tools presented in these chapters-mid-semester focus groups, student evaluations of instruction, classroom observations,