The Six Knows of Teaching Online: Know How to Assess and Adjust

Know How to Assess and Adjust: All teachers know that lesson planning is never done, even if you have been teaching the same classes for years. There are constant adjustments needed according to what works in class and what does not. Lesson plans are also contingent on student needs during any given term. Knowing how to assess the lesson performance and being willing to try new things, is at the heart of teaching. As you continue to learn and grow in your craft, new ideas and opportunities will emerge. Most teachers have that itch to try new techniques to help their students in their own understanding of course content. That is the fun part of teaching! It is those teachers who are willing to try something new, assess to see if it worked, and adjust accordingly, who make the biggest impact. 

The challenge here is in knowing whether an activity was successful or not. Something you think is working may not work for students, and something you believe totally fell flat could have actually engaged students and advanced their learning a great deal. The best way to determine if an objective was met or a learning activity “worked” is to ask students. Remember, online learning is made up of more adults than traditional higher education populations. Trusting in their judgment is key. Try sending out a mid-semester survey, holding small focus groups, or conducting brainstorming sessions with students to gather their opinions. Treating students with respect by accepting their suggestions for improvement can go a long way in their learning as well as in your own assessment and adjustment plans. Stolovitch and Keeps (2002) suggest this kind of assessment as an evaluation of learner performance. In this case, the learner is you the teacher, as you are learning the craft of teaching itself.

Another way to assess and adjust is to garner feedback from your peers. Feedback is an important factor to consider in all learning environments (Blythe, 1998; Stolovitch & Keeps, 2002). Stolovitch and Keeps (2002) go as far as to state: “Feedback is one of the most powerful mechanisms for learning” (p. 66). Something so powerful should be considered for faculty learning as well as learning for students. Obtaining feedback is a challenge for educators since you are not being graded or assessed like your students on your performance. Blythe (1998) explains that feedback should happen regularly so that instructors can understand students’ needs. Faculty also benefit from assessment through feedback on their teaching practices. 

→ Pro tip:  There are many ways to enlist assistance with gaining feedback. You can ask a colleague to attend one of your classes, have a 2U trainer evaluate one of your recordings, or ask a former student to compare and contrast an assignment they completed against a new one you are preparing. All of these work as effective strategies for personal and professional teaching assessment.

References:

• Blythe, T. (1998). The teaching for understanding guide. San Francisco, CA: Jossey-Bass. ISBN 0-7879- 0993-9
• Stolovitch, H. & Keeps, E. (2002). Telling ain't training. Alexandria, VA: ASTD Press. ISBN 978-1-56286-328-9.