TEF and Annual Review of Teaching

teaching effectiveness framework diagramThere is not one measure of teaching effectiveness that gives a complete picture of teaching or student success. This makes evaluating teaching effectiveness challenging. Therefore, the CSU Faculty manual outlines a multi-dimensional approach using multiple forms of evidence that incorporate both qualitive and quantitative measures. According to the CSU Faculty Manual:  

Evaluation criteria of teaching can include, but are not limited to, quality of curriculum design; quality of instructional materials; achievement of student learning outcomes; and effectiveness at presenting information, managing class sessions, encouraging student engagement and critical thinking, and responding to student work. Evaluation of teaching shall involve multiple sources of information such as course syllabi; signed peer evaluations; examples of course improvements; development of new courses and teaching techniques; integration of service learning; appropriate course surveys of teaching; letters, electronic mail messages, and/or other forms of written comments from current and/or former students; and evidence of the use of active and/or experiential learning, student learning achievement, professional development related to teaching and learning, and assessments from conference/workshop attendees. 

See below for examples of quantitative and qualitative data that demonstrate teaching effectiveness:  

Quantitative vs. Qualitative Indicators
Quantitative Qualitative
  • Student performance data (e.g., assignment, quiz/exam scores)
  • Attendance patterns
  • Page views
  • Time spent in course (Canvas time may not fully reflect the actual time spent on tasks; use with caution)
  • Participation metrics
  • # of clarifying questions
  • % of students that ask questions and/or engage in discussion during class
  • Student feedback (e.g., informal surveys, mid-semester feedback, student testimonials)
  • Observed impact of active learning
  • Short answer responses on student evals
  • Student emails (questions, feedback)
  • Quality of questions, discussion, assignments, etc.
  • Discussion among students before and after class
  • Body language, facial expressions (be aware of cultural differences and diverse expressions of engagement, such as neurodivergence, as engagement may manifest in various ways)
  • Comfort reaching out for support in person and through email
  • Colleague observation and feedback
  • Teaching materials (e.g., syllabi before/after)

This collection of reflections showcase different ways you can use the TEF to report teaching effectiveness for annual review of teaching:  

More on the Teaching Effectiveness Framework

History of TILT's TEF
Components of TEF
4-Step Goal Setting Process
Language of the TEF
TEF and Annual Review
Getting Started with TEF in your Department