Faculty Observed: Full Name , Select Degree

Department:	Track: ^ Track

Observation Dates:	Evaluation Date: Select date

Evaluator: Karen Spear Ellinwood, PhD, JD, EdS	Position: Director, Faculty Instructional Development

Academic Unit: UA College of Medicine-Tucson Department of Curricular Affairs

Purpose of Evaluation: I conducted this evaluation using the OIA Protocol as a peer evaluation to be considered as part of their promotion and/or tenure process.

Overall Teaching Effectiveness

Overall Teaching Effectiveness
☐ Poor	☐ Fair	☐ Good	☐ Very Good	☐ Excellent

Click or tap here to enter text.

OIA Protocol

Pre-observation Meeting

☐ I met with the reviewee before observations were conducted to review the protocol for peer evaluation of teaching, select an observation tool and adapt it as needed. We agreed to use this instrument for the evaluation process. Date: Select Date

Observations

I observed the reviewee on multiple occasions in the following settings:

☐ Laboratory

☐ Lab Meetings (small group facilitation)

☐ Post-Doc meeting

☐ Journal Club (Facilitator)

☐ Journal Club (Presenter)

☐ Classroom	☐ Large Group ☐ Small Group

Observations included teaching of the following learners:

☐ Undergraduate students	☐ Medical students	☐ Graduate Students ☐ Residents

☐ Post-Docs/Fellows ☐ Other Click or tap here to enter text.

Evaluation Categories & Scale

This evaluation instrument includes guidance for observation of teaching. The scale addresses quality. However, failure to perform an expected teaching behavior would be characterized as “Needs Improvement”. A behavior not expected to be observed would be indicated as “Not Applicable”.

☐Needs Improvement	☐Somewhat Effective	☐ Effective	☐Very Effective	☐Not Applicable
Not Evident in teaching practice observed	Evident occasionally	Evident some of the time	Evident most of the time	Evident consistently throughout the observations

Contents

Overall Teaching Effectiveness	1

Overall Teaching Effectiveness	1

OIA Protocol	1

Pre-observation Meeting	1

Observations	1

Observations included teaching of the following learners:	1

Evaluation Categories & Scale	1

Assessment of Learner Knowledge	2

Assessment of Learner Skills	2

Interaction with Learners	3

Encouragement of Learner Independence	3

Teaching Approach & Learning Climate	3

Feedback	4

Organization of Learning	4

Identify Strengths	4

Identify Areas for Development or Improvement	4

Assessment of Learner Knowledge

Consider qualities such as…

Assessed Learner's ability to apply scientific knowledge or concepts to specific issues or problems

Assessed Learner's ability to analyze or synthesize knowledge/concepts

☐Needs Improvement	☐Somewhat Effective	☐ Effective	☐Highly Effective	☐Not Applicable	☐Not Evaluated
Comment:

Assessment of Learner Skills

Consider qualities such as…

Learners were provided with an opportunity for practicing or developing:

Presentation/communication skills

research methods and practices

problem solving skills

Learners were provided guidance, explanations and/or examples or demonstrations of skills

☐Needs Improvement	☐Somewhat Effective	☐ Effective	☐Highly Effective	☐Not Applicable	☐Not Evaluated
Comment:

Interaction with Learners

Consider qualities such as…

Treats Learners with respect

Is available as needed

Encourages and is receptive to questions

Facilitates inquiry, discussion and peer interaction

Encourages active participation

Attempts to motivate Learners

Varies teaching strategies to fit Learner and/or situation

☐Needs Improvement	☐Somewhat Effective	☐ Effective	☐Highly Effective	☐Not Applicable	☐Not Evaluated
Comment:

Encouragement of Learner Independence

Consider qualities such as…

Learners are encouraged to:

self-assess their knowledge and research skills

conduct independent learning and/or research

recall, draw on and/or extend prior knowledge

Learners are provided with or directed to learning resources to assist in their improvement

☐Needs Improvement	☐Somewhat Effective	☐ Effective	☐Highly Effective	☐Not Applicable	☐Not Evaluated
Comment:

Teaching Approach & Learning Climate

Consider qualities such as…

Engages learners in lower and higher order thinking per Bloom’s Taxonomy Revised

Promotes active engagement in learning

Provides challenges so that learners can demonstrate comprehension, engage in peer teaching, or apply, evaluate or synthesize medical knowledge in relation to specific patients or situations

Uses an inquiry-based approach that promotes critical thinking and problem-solving

Allows for reasonable amount of “wait time” when asking questions

Creates learning environment in which learners feel comfortable answering questions or confident in asking questions or seeking help.

Promotes a team approach to learning and teaching

Demonstrates enthusiasm for research, teaching and learning

Models professional behavior and communication with colleagues and students

Shares research or educational experience with learners to support their learning and improvement

Encourages multiple perspectives, differing ideas, intellectual debate

Conveys expectation that learners will treat one another with respect

☐Needs Improvement	☐Somewhat Effective	☐ Effective	☐Highly Effective	☐Not Applicable	☐Not Evaluated
Comment:

Feedback

Consider qualities such as…

Offers evaluative remarks as to whether Learner is performing well or needs improvement

Offers Learners suggestions to guide improvement process

Provides feedback in real time or in a timely manner

Communicates feedback in a helpful or constructive manner

Facilitates peer to peer constructive feedback

☐Needs Improvement	☐Somewhat Effective	☐Effective	☐Highly Effective	☐Not Applicable	☐Not Evaluated
Comment:

Organization of Learning

Consider qualities such as…

Learner performance/interaction expectations are communicated clearly

Activities or discussions relate research practice to literature and/or address relationship between bench research and translational research

Facilitates complementary learning experiences for multiple levels of learners and learners with varying expertise and backgrounds

Time in session is used effectively

Visual aids and technology are used as needed (e.g., PowerPoint)

Offers/encourages relevant examples of key concepts or research practices

☐Needs Improvement	☐Somewhat Effective	☐Effective	☐Highly Effective	☐Not Applicable	☐Not Evaluated
Comment:

Identify Strengths

Click or tap here to enter text.

Identify Areas for Development or Improvement

Click or tap here to enter text.

________________________________________________

Reviewer Full Name

Select Title/Rank

UA College of Medicine-Tucson

Department of

Email:	Type email	Phone: Enter Phone

[ ] I have read the foregoing evaluation and acknowledge that I met with the evaluator before the evaluation process to discuss the process and evaluation form, and after observations to review the evaluation and/or receive feedback on teaching and was offered an opportunity to give input in this process.

________________________________________________

^Reviewee Faculty Name, ^Department

David R. Krathwohl (2002) A Revision of Bloom's Taxonomy: An Overview, Theory Into Practice, 41:4, 212-218, DOI: 10.1207/s15430421tip4104_2 . Also, Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). [Revising: Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain.]