Instructor II

Instructor and Course

Evaluations
Learning Objectives

1. List benefits of a personnel evaluation

program.
2. List guidelines for instructor
evaluations.
3. Distinguish between formal and
informal evaluations.

(Continued)

Instructor
15–1
Learning Objectives

4. Discuss critiquing instructor

performance.
5. Identify guidelines for formal instructor
evaluations.
6. Discuss the proper response to
strengths and weaknesses identified
in an evaluation.
(Continued)

Instructor
15–2
Learning Objectives

7. List points that may be included on

instructor evaluation forms.
8. Identify accurate statements about
student evaluation forms.
9. Discuss course/lesson evaluations.
10. Discuss formative evaluations.
(Continued)

Instructor
15–3
Learning Objectives

11. Discuss summative evaluations.

12. Discuss supervisory personnel
surveys and student learning surveys.
13. Discuss steps to take after reviewing
evaluation results.

(Continued)

Instructor
15–4
Learning Objectives

14. Develop a course/lesson evaluation

instrument. (Assignment Sheet 1)
15. Use course evaluation results.
(Assignment Sheet 2)

Instructor
15–5
Personnel Evaluation
Program Benefits

• Strengths and weaknesses of each

instructor become part of a permanent
record
• Need for additional training becomes
apparent

(Continued)

Instructor
15–6
Personnel Evaluation
Program Benefits

• Evaluator becomes more familiar with

the instructors being evaluated
• Provides motivation for improvement
• Management becomes aware of
abilities

(Continued)

Instructor
15–7
Personnel Evaluation
Program Benefits

• Highlights specific talents of individuals

• Improves efficiency

Instructor
15–8
Instructor Evaluation Guidelines

• Apply in a timely manner

• State criteria clearly
• Ensure standards are not discriminatory
• Maintain consistency

(Continued)

Instructor
15–9
Instructor Evaluation Guidelines

• Maintain thorough records

• Train supervisors properly
• Ensure objectivity

Instructor
15–10
Informal Evaluations

• Occur daily
• Based on observations of subordinates
at work

Instructor
15–11
Formal Evaluations

• May occur on a regular schedule or as

needed
• Use the results of the observations as
well as the student instructor evaluation
survey forms to generate comments
and suggestions
• Are always held in private

Instructor
15–12
Critiquing Instructor Performance

• Provide positive comments first

• Then address areas needing
improvement
– Use constructive suggestions
• Comments should refer to specific
behaviors

(Continued)

Instructor
15–13
Critiquing Instructor Performance

• Informal evaluations
– Advantage of being immediate
– If performing effectively, praise in front of
students and peers
– If performing below expectations, discuss
in private

Instructor
15–14
Guidelines for Formal Evaluations:
Before the Evaluation

• Communicate date, time, and location

• Review evaluation materials
• Discuss evaluation process
• Be familiar with organizational policies

Instructor
15–15
Guidelines for Formal Evaluations:
During the Evaluation

• Have organizational policies available to

review
• Take notes
• Use evaluation form provided by the
organization

(Continued)

Instructor
15–16
Guidelines for Formal Evaluations:
During the Evaluation

• Remember the following points:

– Evaluate instructors based on their
classroom presentations
– Do not prejudge instructors
– Assign evaluation points
– Look for instructional qualities in all areas
of teaching

Instructor
15–17
Guidelines for Formal Evaluations:
After the Evaluation

• Discuss the evaluation in private

• Reassure the instructor by first
complimenting strengths
• Ask for opinions on individual
performance

(Continued)

Instructor
15–18
Guidelines for Formal Evaluations:
After the Evaluation

• Make note of the instructor’s comments

• Explain what the instructor did well and
what areas need improvement
• Reassure instructor when evaluation is
discouraging

Instructor
15–19
Evaluation Responses

• How to use the information

– Strengths and weaknesses noted
– Include subordinate in decision-making
process

(Continued)

Instructor
15–20
Evaluation Responses

• Strengths
– Should be cultivated
– Counseling, coaching, mentoring
– Further training opportunities

(Continued)

Instructor
15–21
Evaluation Responses

• Weaknesses
– Counseling, coaching, mentoring
– Subordinate should determine steps
needed to overcome a weakness
– Further steps may need to be taken

Instructor
15–22
Instructor Evaluation Forms

• Classroom management considerations

• Interaction
• Proper use of verbal/nonverbal
communication techniques
• Proper use of audiovisuals

(Continued)

Instructor
15–23
Instructor Evaluation Forms

• Communication of learning objectives

• Frequent and appropriate use of
questions
• Use of appropriate instructional
methods

Instructor
15–24
Student Evaluation Forms

• Questions related to student’s learning

– Can be very subjective
– Provide sufficient time
– Never send students home with the survey
• Include questions on a variety of
instructor characteristics

(Continued)

Instructor
15–25
Student Evaluation Forms

• Forward completed surveys to the

instructor’s supervisor
– Determine effectiveness
– Counseling session, if needed
– Provide anonymity for students
– Instructor should leave the room when
surveys are being completed

Instructor
15–26
Course/Lesson Evaluations

• Two types of evaluation

– Formative — Looks at the process of
course development and instruction
– Summative — Looks at the product and
evaluates reactions to the course and
instructional methods

(Continued)

Instructor
15–27
Course/Lesson Evaluations

• Answer questions related to:

– Reaction
– Knowledge
– Skills
– Attitudes
– Transfer of learning
– Results

Instructor
15–28
Formative Evaluations

• Ongoing, repeated checking during

course development and instruction
• Determine the most effective:
– Instructional content
– Presentation methods
– Training aids
– Testing techniques
(Continued)

Instructor
15–29
Formative Evaluations

• Two ways to conduct formative

evaluations
– Field tests — Process of teaching the
course on a trial basis
– Observations — Occur throughout
development and instruction

Instructor
15–30
Summative Evaluations

• End-of-the-course appraisal that

measures learning by some form of
objective or subjective evaluation
instrument
• Also used to evaluate the reactions of
students and instructors

(Continued)

Instructor
15–31
Summative Evaluations

• Evaluating a course or lesson involves

determining satisfaction of students
• Leave space for open-ended answers
or comments
• Do NOT require students to sign forms

Instructor
15–32
Supervisory Personnel Surveys

• Surveys of supervisory personnel such

as incident commanders, supervisors,
and division managers
• Determine how a student has applied
learning while on duty

Instructor
15–33
Student Learning Surveys

• Determines from students how they are

using the information or skills learned in
the course

Instructor
15–34
Reviewing Evaluation Results

• Step 1: Determine causes for student

failure
• Step 2: Identify actions to correct
deficiencies
• Step 3: Document and report results to
superiors

Instructor
15–35
Summary

• Level II Instructors generally have the

responsibility of supervising other
instructors in the training division. This
responsibility includes evaluating the
job-performance duties of each
subordinate as well as evaluating the
courses and lessons.
(Continued)

Instructor
15–36
Summary

• The instructor-supervisor must be

trained in:
– Use of evaluation techniques
– Administration of personnel evaluation
programs
– Development of evaluation forms
– Use of information gained from evaluations
(Continued)

Instructor
15–37
Summary

• The instructor-supervisor may also be

required to create the requisite
evaluation form. The skills required
must be fully understood and practiced
to produce accurate and applicable
information that can be used to improve
instructor presentations and training
division courses.

Instructor
15–38
Discussion Questions

1. What are two benefits of a personnel

evaluation program?
2. What are two guidelines for instructor
evaluations?
3. What is the difference between a
formal and informal evaluation?

(Continued)

Instructor
15–39
Discussion Questions

4. What would be a proper response to

weaknesses noted in an evaluation?
5. What is a formative evaluation?
6. What are two ways to conduct
formative evaluations?

(Continued)

Instructor
15–40
Discussion Questions

7. What is a summative evaluation?

8. What steps should be taken after
reviewing evaluation results?

Instructor
15–41