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Holistic Evaluation

Holistic Evaluation of Teaching


Dalhousie’s Holistic Evaluation of Teaching (HET) policy promotes the enhanced documentation, review, and evaluation of teaching by asking that multiple sources of evidence of teaching excellence be considered. The three sources of evidence of teaching effectiveness include student, peer, and self. When integrated together, these three voices capture teaching activities more fully, and recognizes contributions both in and out of the classroom. A holistic evaluation of teaching will have its greatest impact when applied in both formative and summative assessment, since this will lead to improvements in teaching practices, and tenure, promotion, and reappointment processes. Holistic evaluation of teaching can be used as part of individual reflections on teaching, peer review of teaching, and formal evaluation processes.

A Venn diagram displaying three overlapping circles. Circle one lists: self-reflection, professional development, classroom observation, teaching artifacts, and communities of practice. Circle two lists: teaching dossier, teaching philosophy, SLEQ formative, and SLEQ summative. Circle three lists: solicited feedback, unsolicited feedback, and scholarship of teaching and learning. Where circle one and two overlap, the word "Self" is written. Where circle one and three overlap, the word "Peers" is written. Where circle two and three overlap, the word "Students" is written. In the center, all three circles overlap and the letters HET are written. Around the outside of the Venn diagram, the phrases "Documenting Teaching Effectiveness", "Assessing Teaching Effectiveness", and "Improved processes for tenure, promotion, reappointment, and hiring": are written.

 

 

Why take a holistic approach to evaluating teaching?

A form of scholarly teaching

Documenting teaching evidence with holistic evaluation: The teaching dossier

Assessing a holistic set of teaching evidence

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