Self and peer assessment questionnaire for teachers

Your preparation

  • I know what the cultural profile of the student group is in the modules I teach.
  • I make an active effort to find out about and understand the cultural background of my students.

Your knowledge

  • I am aware of the status of the professional area in which I teach in other educational systems and traditions.
  • I am familiar with the different theoretical approaches to my discipline within different systems and traditions.
  • I understand the international context of my professional area and how it has developed in other countries.
  • I am familiar with international literature in my field.
  • I can discuss concepts and theories in my professional area from the point of view of other traditions, as well as my own.
  • I regularly consult with international colleagues.
  • I know the general features of my professional area in other countries.

Your presentation in lectures and tutorials

  • I am clear about the difference between a lecture and a tutorial and what I expect in each, and I communicate that to students at the beginning of each semester.
  • I provide an outline of the lecture topics, tutorial topics and assessment tasks and their sequence for my course before or during the first lecture.
  • I structure my presentations clearly and effectively.
  • I provide a handout outlining the content, structure and the aims of each teaching session.
  • I use clear and concise visual aids to support my teaching.
  • I ensure that all students can see my face and hear me clearly whenever I teach.
  • I always try not to speak too quickly and to pause when I have made an important point that requires noting.
  • I permit/encourage students to tape my lectures.
  • I routinely introduce myself and require my students to do the same in tutorials and other small group settings.
  • I model appropriate cultural awareness and interpersonal behaviour with all students, particularly in small group settings.
  • I demonstrate that I value diversity of language and culture by my actions and interactions with others.
  • I regularly talk to my students about what forms of written information they find most useful.
  • I regularly invite and obtain feedback on my teaching from a representative sample of my students.

Presentation of materials

  • I structure and format my written material so that it is readable and accessible.
  • Where appropriate I use a variety of forms of representation such as illustrations, diagrams, tables and charts.
  • I use short, clear sentences and address my students directly.
  • I rarely use idiom or colloquialism in my writing, and if ever I do use them, I put them into ‘inverted commas’.
  • I provide definitions and glossaries for all specialist vocabulary, abbreviations and acronyms.
  • I often use headings and sub-headings to signal the structure and plan of written texts.
  • I use dot points and lists to break down complex and interrelated ideas.
  • I routinely ask other people to critique and comment on my drafts.

Assessment practices

  • I provide frequent formative feedback to students early in the study program.
  • I provide students with choices and options in relation to types of assessment task.
  • I analyse patterns of student assessment completions and results for signs of any difficulties for particular groups of students.

This is based on Farkas-Teekens, H (1997) 'A profile of the 'ideal lecturer' for the international classroom' in Teaching in the International Classroom Nuffic papers 8, edited by Farkas-Teekens, H and van der Wende M Amsterdam: Nuffic