Examples of CIF-Based, Instructor Self-Feedback Items
- Overall I organized the course to meet the needs of my students. (CIF item: Overall organization of the course)
- What data or feedback did you receive this semester to indicate that their needs were/were not met? Did you get an inordinate number of questions about a particular topic that you thought you had appropriately prepared for?
- I was available and provided appropriate help or learning resources outside of class. (CIF item: Availability of appropriate help or learning resources outside class)
- Did you schedule office hours for students to meet their schedules or yours? Were you hours well attended? Did you use the library reserve service for additional materials? Did you have additional, explanatory materials in Sakai?
- I required assignments (readings, projects, etc.) that were helpful in facilitating student learning. (CIF item: Helpfulness of required assignments (readings, projects, etc.) in facilitating my learning).
- What indicators were you looking for to indicate this helpfulness? What parameters did you use to select these? What other materials did students use to supplement yours? What individual requirements could be improved upon?
- I provided useful feedback to my students concerning their work in the course. (CIF item: Usefulness of the feedback I received concerning my work in the course)
- What confirmed feedback was useful? Were student products reflective of feedback following directions from you (either written or verbal)? Did you ask students anonymously where your feedback could be improved?
- I communicated clearly to students in class and in my materials. (CIF item: Instructor’s clarity of communication)
- Did you note when students indicated they were unsure about something you communicated? Were students confused by assignment directions? Did students want to discuss their grade on a more subjective assignment or assessment?
- I was fair and impartial in conducting my class. (CIF item: Instructor’s fairness and impartiality in conducting the class)
- Were all students treated and graded without bias? Did your learning preference impact or influence the learning environment or engagement of your students? Did you gravitate toward students who appear to mirror your, personality, learning style or disciplinary focus?
- I equally helped all students develop mastery of the course material. (CIF item: Instructor’s effort to help students develop mastery of the course material)
- Were you equally available to all students to help them? Did your office hours work for everyone? Was your learning environment inclusive for all students?
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MacMillan, M., Manarin, K., and Mitchell, M. (November 2011). In Transformative Dialogues: Teaching & Learning Journal Volume 5 Issue 2. Retrieved from: https://www.kpu.ca/sites/default/files/Teaching%20and%20Learning/TD.5.2.1.Macmillan_etal_Teaching_Evaluastions.pdf Prosser, M. and Trigwell, K. Educational Psychology Review, Vol. 16, No. 4, Measuring Studying and Learning in Higher Education—Conceptual and Methodological Issues (2004), pp. 409-424. Retrieved from: https://www.jstor.org/stable/pdf/23363879.pdf?refreqid=excelsior%3A78a48cb24fd3aa456064946de44b833f