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Self-assessment refers to statements prepared by teachers to describe and reflect on their professional approach to teaching. The Center for Teaching, Learning and Assessment (CTLA) is able to provide consultation on documentation of teaching effectiveness.

Content

Because expectations regarding content of instruction vary depending upon the context, discipline, expectations, role and career trajectory, there are many ways to self-assess based on reflection:

• Reflection on the teacher鈥檚 educational approach and its development over time, identifying how it aligns with one or more of OHIO鈥檚 eight criteria of teaching excellence in the context of the discipline.
• Reflection on the teacher鈥檚 teaching philosophy and its development over time, identifying how it aligns with one or more of OHIO鈥檚 eight criteria of teaching excellence in the context of creating academic environments and experiences that advances the collective educational excellence.
• Reflection on how the teacher鈥檚 department, college, or University leadership in teaching and learning in one or more of OHIO鈥檚 eight criteria of teaching excellence has helped to create an inclusive, supportive and aspirational learning environment that advances student learning across the curriculum.
• Reflection on the teacher鈥檚 scholarship of teaching and learning, describing how evidence-informed approaches are used to contribute to both student learning and pedagogical knowledge with reference to one or more of OHIO鈥檚 eight criteria of teaching excellence.
• Reflection on the teacher鈥檚 teaching and learning regional, national or global influence and reputation, and the impact the teacher鈥檚 work has had on advancing educational knowledge, collaboration and/or excellence in their discipline or higher education broadly.

Structure

Depending upon context, discipline and expectations, a self-assessment statement focused is likely to include four key components:

1. Goals for student learning. A description of the candidate鈥檚 overall goals for their teaching, including the desired learning outcomes (e.g., knowledge, skills and attitudes) for their students and an assessment of how this varies by course, level and context.
2. Personal teaching philosophy. A discussion of the teaching strategies employed by the candidate to achieve these goals and how the approaches adopted reflect their understanding of how learning occurs.
3. Approach to assessment and evaluation. A rationale for why particular assessment/evaluation processes were adopted, in light of the candidate鈥檚 teaching philosophy and the intended learning outcomes of their course(s).
4. Plans for development in the future. A discussion of how and why the candidate鈥檚 teaching has developed over time, with relevant evidence as appropriate, along with a statement of their goals for the future.