Observations and Evaluation
The Harte Center collaborated with FATE, a 2024-2025 ad hoc committee, to develop a Framework for Assessment of Teaching Effectiveness. The committee’s full work is available to all W&L faculty and staff via Canvas. The current formulation is intended to help instructors improve their teaching. The Harte Center is housing the framework this year in a “pilot” phase, prior to formal adoption in evaluation.
The Framework recognizes four categories that interact to result in effective teaching. All elements are co-equal and improvement can start with any of the four categories. Schedule an appointment with a member of the Harte Center team to review the FATE Suggested Guidance for Formative Assessment of Teaching webpage and/or to request a teaching observation using our FATE aligned Observation Process.
We are grateful for the support provided by the Associated Colleges of the South. In particular, the observation process was developed using the Toolkit for Faculty Evaluation.
Process for Developing the Framework
FATE members reviewed scholarly literature on teaching assessment and a wide array of teaching frameworks from other universities (see also the Canvas site). Based on the literature and workshops with W&L faculty, the committee developed a draft framework, with initial language adopted primarily from Boise State’s Framework for Assessment of Teaching Effectiveness1 and Colorado State’s Teaching Effectiveness Framework2. The draft framework was then revised based on feedback from faculty at Winter Academy 2024, multiple workshops in Winter 2025, and via a discussion forum on Canvas.
Use the links for each of the four categories of teaching effectiveness to find further recommended elements of effective practice*. Potential sources of evidence to be used during formative versus summative assessment are also provided. Keep in mind the list of evidence is not exhaustive, nor it is it expected that every individual would provide all possible evidence. Instead, the potential evidence is intended as a guide to help individuals identify ways to express the hard work done for teaching.
*These are generalized elements of effective teaching, but they are not proscriptive. How an element is implemented in any course or class meeting is highly customizable and adaptable. Individual instructors and/or departments may also emphasize some elements.
Categories
Course Design
Effective teachers design their courses around appropriate learning outcomes, create course activities that support students in reaching the course learning outcomes, and develop a variety of assessments that measure student achievement of those outcomes34. Teachers’ design choices support disciplinary ways of thinking, accessibility, and inclusivity567. When relevant, teachers’ design choices support interdisciplinary ways of thinking and connections to a broader community8.
Learn more on the Course Design page.
Informed Teaching
Effective teachers implement a variety of evidence-based instructional practices to best support student learning and students’ development as learners91011. Effective teachers make informed instructional choices that consider situational factors such as the context of teaching and learning, characteristics of the learners, and desired outcomes12.
Learn more on the Informed Teaching page.
Learner-Centered
Effective teachers work to design courses and course materials that cultivate learner growth. They intentionally foster a welcoming and inclusive learning environment where all students have access to learning materials, activities, and experiences, and feel valued and supported in their learning13141516. Learner-centered practices promote a growth mindset and resilience in students, as well as engage students’ emotions to increase motivation and sense of value in learning1718.
Learn more on the Learner-Centered page.
Reflective Teaching
Effective teachers strive to be reflective practitioners who use feedback from a variety of sources (students, peers, Harte Center, department, self) to guide continuous improvement as teachers192021. These teachers are willing to take risks and try new things in the service of improving their teaching, recognizing that not all experiments will be successful2223.
Learn more on the Reflective Teaching page.
References
11. Simonson, S. R., Earl, B. & Frary, M. Establishing a framework for assessing teaching effectiveness. Coll. Teach. 70, 164–180 (2022).
22. Teaching Effectiveness Framework. The Institute for Learning and Teaching https://tilt.colostate.edu/prodev/teaching-effectiveness/tef/.
33. Wiggins, G. & McTighe, J. Understanding by Design. (ACSD, 2005).
44. Orr, R. B., Csikari, M. M., Freeman, S. & Rodriguez, M. C. Writing and using learning objectives. CBE—Life Sci. Educ. 21, fe3 (2022).
55. Courey, S. J., Tappe, P., Siker, J. & LePage, P. Improved lesson planning with universal design for learning (UDL). Teach. Educ. Spec. Educ. 36, 7–27 (2013).
66. Fink, L. D. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. (Jossey-Bass, San Francisco, 2013).
77. Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A. & Al-Makhzoomy, A. K. The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Educ. 10, 2218191 (2023).
88. Villarroel, V., Bloxham, S., Bruna, D., Bruna, C. & Herrera-Seda, C. Authentic assessment: Creating a blueprint for course design. Assess. Eval. High. Educ. 43, 840–854 (2018).
99. Wieman, C. E. Expertise in university teaching & the implications for teaching effectiveness, evaluation & training. Daedalus 148, 47–78 (2019).
1010. Nebel, C. Considerations for applying six strategies for effective learning to instruction. Med. Sci. Educ. 30, 9–10 (2020).
1111. Lang, J. Small Teaching: Everyday Lessons from the Science of Learning, 2nd Edition | Wiley. (Jossey-Bass, 2021).
12 See 6. above.
1312. Alton-Lee, A. Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. (Ministry of Education, Wellington, New Zealand, 2003).
1413. Cornelius-White, J. Learner-centered teacher-student relationships are effective: a meta-analysis. Review of Educational Research 77, 113–143 (2007).
1514. Ambruster, P., Patel, M., Johnson, E. & Weiss, M. Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE—Life Sciences Education 8, 203–213 (2009).
1615. del Carmen Salazar, M., Norton, A. & Tuitt, F. Weaving promising practices for inclusive excellence into the higher education classroom. To Improve the Academy: A Journal of Educational Development (2010) doi:10.3998/tia.17063888.0028.016.
1716. Cavanagh, S. R. The Spark of Learning: Energizing the College Classroom with the Science of Emotion. (West Virginia University Press, Morganstown, West Virginia, 2016).
1817. Elmi, C. Integrating social emotional learning strategies in higher education. Eur. J. Investig. Health Psychol. Educ. 10, 848–858 (2020).
1918. Brancato, V. C. Professional development in higher education. New Dir. Adult Contin. Educ. 2003, 59–66 (2003).
2019. King, H. Continuing professional development in higher education: what do academics do? Planet 13, 26–29 (2004).
2120. Fink, L. D. 1: Evaluating Teaching: A New Approach to an Old Problem. Improve Acad. 26, 3–21 (2008).
2221. Gibbons, R. E., Villafañe, S. M., Stains, M., Murphy, K. L. & Raker, J. R. Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education. J. Res. Sci. Teach. 55, 1111–1133 (2018).
2322. Stupnisky, R. H., BrckaLorenz, A., Yuhas, B. & Guay, F. Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types. Contemp. Educ. Psychol. 53, 15–26 (2018).