If the participants/students take interest and participate during the lecture, it means it is a quality and effective lecture.

First of all the lecture needs to delivered in simple language and see that if you can involve the audience to participate in any of the item of your themes you talking.

Good question! Feedback should be formative, holistic, based on a mixed-method approach, and be triangulated too. I typically use the stop-start-continue (3 minute) feedback technique (narrative), together with a visual metaphor of their choice (indicating their engagement with/how they feel about the course topic at the particular time in the course life), and compare/contrast those to their performance (grades) up to that time.

Dear Maria,

Thanks for taking the gtime to answer the question. I very much appreciate it. I was just wondering if you could share a document or a reference in relation to the method you proposed?

Many tnanks

 Sure: here is my paper on the use of visual metaphor (as mentioned above). The remainder (3-minute evaluation, and student performance) are self-explanatory and you can customize their use per your teaching context and its needs. Good luck!

Conference Paper Visual Scaffolding For Action Research Training

Thanks Maria. I shall read your conference paper with much interest.

Guided notes are instructor-prepared handouts that provide all students with background information and standard cues with specific spaces to write key facts, concepts, and/or relationships during the lecture...

Lecturing is one of the most widely used teaching methods in higher education. The format is simple and straight forward: the instructor talks (and illustrates, demonstrates, etc.) and students are held responsible for obtaining, remembering, and using the most important content from the lecture at a later time - most often on a quiz or an exam...

Examine existing lecture outlines (or create them as necessary) to identify the most important course content that students must learn and retain via lecture. Remember: less can me more. Student learning is enhanced by lectures with fewer points supported by additional examples and opportunities for students to respond to questions or scenarios...

https://tomprof.stanford.edu/posting/495

Suggestions to Consider to Improve Teaching and Learning!

This 20 suggestions are very valuable... Some of them follow:

Periodically have a trouble-shooting session with students. Ask them what is working; what is not working? Be ready to facilitate the discussion initially because they will be reluctant to tell you the truth. When you start getting comments accept them and be "thick-skinned". Check a single student’s viewpoint against the rest of the class. If they want you to change something but you decide it is not in their best interest let them know why...

Obtain student feedback frequently. Starting out, I suggest doing this at the end of each week (last class period of the week – see example questions in the "Weekly Classroom Assessment of Teaching/Learning Attachment). You may believe that you do not have time to administer this, but if your teaching is ineffective the time you spend teaching is wasted anyway. Understand that even the best teachers cannot expect positive comments from all students so you must weigh student responses critically. The point of this exercise is not to please everyone in class all the time. If you score perfectly all the time you are probably doing something wrong...

https://www.missouristate.edu/chhs/4256.htm

There response and zeal towards the course 

Dear Ljubomir,

Indeed, the suggestions you mentioned make a lot of sense. Many thanks

BOPPS model can be an answer.

Thanks

Have the lecture recorded so you can have it to compare with feedback from students and any other stakeholder feedback.

Many thanks,

Debra

I agree with Dr. Subhash C. Kundu, beside that there is an already prepared formula used in many colleges to assess lectures.

Regards, Emad

Dear Mohamed Benmerikhi, 

The simple way is to Encourage students to ask questions during or after your lecture.

This is a very important question. Seemingly simple but difficult to have a satisfying answer ! First of all we have to appreciate that teaching is a service transaction. The quality of the service is gauged by the quality of our last transaction !! 

Feedback can be gathered formally and informally. The formal device could be a structured  questionnaire. However, in my view, the informal feedback is very important. The quality of our deliverable could be sensed through:

a) Looking at their faces!

b) The way they respond to questions in the class

c) The way they do extra-curricular activities in the class (such as drawing caricature of teacher, passing messages , transmitting gestures to fellow students !)

d) Their body language 

e) The way they greet the teacher after the class is over , or off the class room,

f) Their eagerness to meet you after the class is over,

Our skills will be judged based on how effectively we are able to engage our students. Students engagement , especially  in today's digital era is one of the biggest challenges!

Teacher has to connect with the students in the following ways:

a) Professionally,

b) Personally, and

c) Emotionally !

This engagement is literally 24 x 7 basis !!

Debra's answer is useful if there is potential disagreement about your lecture quality. 

You are your own best critic!

I think that evaluating LECTURE is different from evaluating the entire class meeting.  Some of the techniques above are less valuable for exaluating the lecture component of a class, but very good for exaluating the overall success of the class meeting.

Sorry, what about the level of the audience in this lecture? Without doubt this level is very affecting feedback making.

Emad

Hi 

If the method of teaching related to student-centered methods, the engagement and enthusiasm of the students will discover the quality of the lesson. But, if the method of teaching is teacher-centered, the teacher can use certain techniques to discover the quality of the lectures such as questioning, discussion, class magazines, use questionnaires and tests ........ According to me I usually use both depending on the type of the lectures and the method used .

Liqaa 

 I think many if not all universitieshave the formal tool for evaluating lecturers. 

However, to address your question,  I think there is need for lectures to engage with the learners in formulating and developing the questionnaire together. So that both parties would be aware right from the onset of the contract  (that is teaching a particular unit in  a particular semester ) content to evaluate, mode of evaluation, time, scoring method and grade. While doing this the lecturer also spells out to learners very clear their expectations, modalities of learning in his or her class, evaluation criteria, scores and grading. I think there is need for discussions between the two parties to be generated often other than some administrators walking into lecturers classes and dishing out questions like an exams and sitting down to analyze scores. 

These methods, is what does not truly give the lectures their true feedback. Instead, some use evaluation to settle scores. The verdict remains with the learners. The teachers sometimes are left demotivated. 

If joint evaluation approach would be adopted, then both part would correct one another in a friendly mannner with aim of the teacher being a guider, mentor, coach and chief class and learner administrator and the expert in the discipline. 

Several times during the course the professor should find ways to get opinions from students.

One of the methods I used to do was  using real time examples in my lecture on marketing, Quality etc. If the students are able to give their own examples.In the process good discussion takes place  This would  mean the topic is understood by them. 

Do you mean 'quality' in terms of its affective value - i.e. do they like it, find it enjoyable or are you referring to its effective value in terms of developing their conceptual understanding of the topic? Unfortunately quality in terms of the former does not necessarily imply quality in terms of the latter and, obviously, vice versa.

Dear Sir,

Thank you for your answer. I see that the concept is being further disentangled conceptually...which is great.

Great comment.

Thank you Ian. I meant while teaching Quality concepts like TQM etc .

Quality not in terms of its affective value  - i.e. do they like it, find it enjoyable  etc.

At the same time they can like it only when they understand it- Like we can enjoy music better when we understand the lyrics and their meanings etc

Assessing the quality of lectures is best done by students. Students are the most appropriate party to assess the quality of lectures.

Our university has a written form to obtain feedback from the students on a lecture.  If your university doesn't have a written evaluation form, I urge you to write one or ask your supervisor if such a form exists at your university.

A "student evaluation form" should have questions about the subject, the instructor, overall best features & suggestions for improvement.

A simple star and a wish response sheet. Star..... what well  Wish....... what needs improvement .

A very short  feedback form, such as the "1 minute paper" with 3-5, or even less (if open-ended), questions could be prepared in advance of lectures. Especially, on topics that might be perceived by the lecturer as problematic/difficult/potentially confusing/etc.

The feedback form must focus spot-on on the "burning question" (e.g., whether the students grasped the gist of the concept(s), in which part of the lecture they felt lost / not engaged, etc.). This way, if the lecturer has some misgivings about the lecture's quality, the students' feedback might help to plan how to best deliver this topic in future.  

Good luck!

Larisa

No single tool for gathering feedback data will give a comprehensive picture of the quality of lectures or tutorials. It is likely to be seen most accurately through a range of tools (qualitative and quantitative), including

• person reflexive journaling, post-class and post-semester,
• Collegial feedback (oral or written) about a class or a series of classes
• Student questionnaires (pre-class and post class)
• Student qualitative comments about the class
• An open class Q & A session with interactive feedback

One of the issues to do with gathering data from students is the tendency for students to use feedback as a chance to vent, or even take revenge on an academic (for a variety of reasons). Feedback is delivered within the context of education, training and knowledge-making that is inherently imbued with power and with the positioning of participants in the process of being consumers of education. There may be negative feedback, for instance, because of a student not gaining from a subject what she or he wanted and this may have little to do with the actual teaching and content.

The other issue is how feedback is understood within the process of developing and delivering content. Is it about moving forward and revising and developing content and presentational forms that are more effective? Or is it about judging the worth of an academic? And so it can become a form of surveillance?

It would seem essential, then, that feedback include consideration of

• he goals of the feedback
• The purpose of the feedback
• How feedback is reported to stakeholders in the process (and who gets to see what)
• How the feedback will be analysed and understood
• The sort of questions asked of participants that are consistent with the goals, the purpose, the analysis and the methods of reporting

Hello Mohamed :)

I agree with Edwin that it depends on what you are looking for. For example, I have attached an excellent rubric that would measure what it looks like in a classroom when students are "thinking critically" about tasks.  Here "critical thinking" is what is being assessed, and it is very clear what that means, and the degree to which those criteria descriptors are met. 

In this case, a student is exhibiting critical thought if s/he:

You can use rubrics to assess students yourself, you can have other students use the same rubric to assess a presentation by a student or group of students, and learners can also use a rubric such as this to self-assess their own work.  If students are engaged at a high level according to this rubric, then the teacher is being effective at implementing tasks and providing a rich environment for critical thinking.

I have linked another short article that I wrote that might help - it shows a student and teacher co-created rubric for mathematical problem solving in the classroom.

In this case, the rubric is simpler and focuses on how they are achieving their group work on a mathematical task successfully, here the criteria are:

• Thinking
• Collaboration and Communication
• Justification
• Representation

The rubric describes in the students' words what those criteria mean, and the rubric is simple because it only lists the top of the scale - what it looks like if that criterion is achieved.  The students can individually, or in groups, decide if they are meeting each criterion, and to what degree they are meeting them. Or, the teacher can use the rubric to assess the group's work.

So, to get back to your question, you need to ask yourself: "What does it mean to have pedagogical skills?  What are those skills, and how will you know if you are meeting them, and if your students are  meeting them?"

One last thing - I can give you an example of a simple rubric that describes clearly what it looks like to teach mathematics effectively.  It is from the Principles to Actions document by the NCTM in the US.

Effective Mathematics Teaching Practices

I hope this helps :)

Lorraine Baron

http://www.galileo.org/tips/rubrics/ct_rubric.pdf

Article Formative assessment at work in the classroom: Assessment to...

Article Formative assessment at work in the classroom

Not necessarily "If the participants/students take interest and participate during the lecture, it means it is a quality and effective lecture." because they can be acting in the way professor wants they act and for that reason get better notes. 

Class participation and discussion is usually good, but sometimes the students can take the class discussion off subject or off track.  A good professor is able to guide the class discussion back on track.

When giving a one-off guest lecture I leave it to the instructor in charge of the course to worry about feedback design. In any case, lectures are not a very useful, or important, part of student learning, so the quality of the lectures is not a priority. Lectures can inspire students, but do not greatly inform them. What I do is provide other material to accompany the lecture, which might be of use to the student. I do this also because only about 30% of students attend lectures. http://blog.highereducationwhisperer.com/2016/02/thermal-counters-show-30-of-anu.html

Participants' Evaluation sheet and rating scales may be used to evaluate lecture's effectiveness. You may also have a short assessment to the participants. 

One of the ways you can easily find out if the students have understood is to teach three quatersof the time allocated for the subject then in the last quater,give them an opportunity to ask you questions over what you have taught especially on areas they have not yet understood or need further clarity. You can then provide them with a questionaire in which they give the title of your lecture,objectives,the main points of the lecture and finally a statement on how the lecture has helped them in their area of their work or how the learning ties with the other bodies of knowledge in their possession.  All this should just be a formal classroom exercise and the students should be made aware that they should not write their names on the questionaires.You can then compare the responses with what you actually did and this gives you the areas of improvement you need to focus on.

Similar to Edward, whenever possible, I like to set aside some time at the end of the session to do an activity that gives the students an opportunity to apply the knowledge or skills I covered during the lecture/class. From their enthusiasm and the quality of their responses, I can gain a lot of information about how they felt about the material, both in terms of interest and in terms of whether the knowledge or skills that I hoped to develop were actually developed.

Self assessment is a tough subject.  If you give a lecture and you get little or no feedback from your students it often means they either didn't understand any of the material or it was so far below their level that it was completely redundant.  If you get a lot of panicked questions or questions that repeat back what you just said it often means that they are near an understanding or only a few don't grasp the subject.  Ideally you should get a few trivial questions and a few redundant questions and a smattering of tough questions from the advanced students.

In the United States, when you are teaching police and military forces your presentation is evaluated by the participants (I teach criminal justice). When teaching students at the university, individual lectures are not usually evaluated, just the whole course.  However, I have been know to ask students how they thought the lecture went and if they got anything out of it. The comments made on the evaluation forms are often useful and give you insight on how the students see you. 

Hello, Mohamed -

I will preface my comments by saying that I am rather direct in the manner in which I respond, so do not take this as a personal attack. I just try to be clear.

Firstly, learning is subjective. Of course there may be interfering/personal factors at play - my child is sick, I can't make the rent - but nonetheless the student experience is valuable to consider. After all, if your students aren't learning, it is up to you to figure out why and put in place supports. A simple anonymous comment card from each student at the end of each class can be very helpful to inform your classroom teaching.

Secondly, I have included below links to a couple of standard rubrics that are used to help evaluate teacher performance from K-University. Some items extend beyond the classroom; these support what happens in the classroom. REMEMBER: it is not about what you like to teach, but what the students need to learn.

There should be course outcomes available to you as an instructor from Day 1. If not, ask. Stick to these outcomes unless asked to change them by your Chair. Do not take it upon yourself to add, delete, or alter outcomes. They are there to ensure that courses build one on another within a program of study. Expecting First Year students to perform Third Year calculations because you like teaching it, for example, is not appropriate.

If you have not worked with rubrics before, get to know them. They are usually best practice for assessment and evaluation for both yourself and your students and are invaluable as a standard for teaching and learning excellence. As far as teaching performance, have a trustworthy senior colleague or department Chair use the rubric to analyze your teaching on a random day. That is a usual professional responsibility: to mentor colleagues. It is great if this is happening in your department yearly; however, that does not necessarily happen.

I hope this is helpful. If you would like further advise and/or resources on teaching and learning, including special populations, please do not hesitate to contact me.

Lisa

http://www.doe.mass.edu/edeval/model/PartIII_AppxC.pdf

http://www.loccsd.ca/~div15/wp-content/uploads/2015/09/2013-framework-for-teaching-evaluation-instrument.pdf

In the last few years, in Portugal the students evaluate the Lectures, answering a set of specific pedagogic questions about it - the Professors receives the anonymized feedback with the fields to improve. Best-Miguel

In some cases, word-of-mouth is used by lecturers conveying what they heard students saying about another lecturers' performance. The latter may be subjective depending on how it is reported and whether emotion more than fact is presented.

Many thanks,

Debra

It is never a good idea to ask students advices as far as they don't know anything about pedagogy, they don't know to which extent the knowledge and skills you are teaching will be useful for further learning. The only correlation you can observed is the one between students expected grade, grades and so called satisfaction. The only way to proceed is to ask a specialist in your domain to attend your class. He will be able to give a professional advice based on reason.

The goodness of a lecture is known from the well articulated deliverance and sequential flow of concepts in pause - continue style, in order learning to take place. Such a process is felt and known by the lecturer as well and also from dialy reactions students display during lecture hours, not their reactions after tests in some cases (receiving bad grades is simply a right to say  negative things about the lecturer and his deliberations, not because the lecture  was bad but because they take that time as their opportunity to say bad).

When I was a lecturer of mathematics in Ethiopia, I know my lectures were good, my classes were packed and students always compete to sit in the front. That by itself was a positive approval of my lecturing style for me. I have my students who are now with posts and university professors themselves who always complimented me by saying "you are my role model mathematics professor". I have students here who said in their evaluation, " he loves what he is doing and he teaches like university, but ...". These are indicators of good lecturing, first motivate students, give very meaningful reasons of why they have to listen and participate on today's topic, its continuity from yesterday and get to have almost every student's attention.  

Regards,

Dejenie

Educators in general feel uncomfortable when they need to teach some content that falls on the sideline of your their specialty. Of course, professional educators should see that content within their capability. To make sure that  it goes down well with the students, they can do three things:

They should never tell students this fact. Rather, When they prepare for instruction, they need to make the material more interactive to students and more motivating to themselves. Lack of motivation is contagious!!

They can choose to focus on the main elements/concepts in the content, explain them, bring outside material relevant to those concepts yet more interesting, and do an activity to draw the connection.

While preparing for instruction, they may prepare a short quiz to be given at the end of the session to check comprehension. They may add an evaluation question at the end as a bonus question. For example, "What did you like most about the session and why? What did you like the least and why?

You are right Dr. Debra, I agree with you.

You can get instant feedback from the students while you are lecturing. When there is a dead quietness in the room, you are successful. When there is noise, some students are moving or talking to others during lecture, that means they are a bit bored - you can do better.

From my earliest lectures, whenever I turned into the subject of meteorites, there was  dead silence in the room - that meant to me that the subject was fascinating to everyone. Since then I have tried to make any other subject as attractive by quoting recent events with pictures / short videos. That kept the students attention and interest alive. The student evaluations became better as well.

pedagogically, you use progressive evaluation. ask questions related to what you are teaching, while teaching. students' responses will let you know whether they are following you of not

In the realm of pedagogy (outcomes, assessment and instruction), lectures belong to instruction. Outcomes are non-negotiable; this means that students should be able to demonstrate the knowledge, skills and attitudes that we promised them to perform after completion of a course or program. Assessment is the process of gathering, analyzing, and interpreting learning data to determine the attainment of outcomes. Instruction is designed to help students demonstrate the outcomes.

There are a lot of pedagogical models to use as lens in determining quality lectures. I highly recommend the work of Fred Newmann (1993; 2001) called authentic intellectual work and Jennifer Gore and associates' Quality Teaching model.

Result from students' continuous assessment and Examination

the effect of the lecture can be assessed using feedback or response from the students. In earlier stage we ask simple questions , but in the case of higher education it would be better to get a comprehensive feedback or review of the lecture from the students. also questions can be asked on other different aspects of the concept persuading them to widen their knowledge and seek further information.

Dear Dr.Mohamed Benmerikhi,

In my opinion, we can evaluate the quality of the lecture through the following feedback:

First, through student behavior. Good lectures and good pedagogical skills make students focus on learning, self-learning and respect teachers (according to Eastern culture).

Second, establish good relationship between teachers and students, talk a lot to the students to get the right feedback, but we also need to analyze the feedback.

Third, test knowledge of student through exercises at class.

Mixed-method approach. Use of narratives, checklist, likert-scale evaluation tool and can be triangulated with small group discussion and/or interview.

Through the observation of students and the extent of interest and interaction with the lecture

Checking with the students by posing questions during the lesson or providing them with short exercises at the end of the lesson.

The application of anonymous surveys, whether open or closed oneline. The omission of identity as is known, contributes to the students being more sincere.

Personally, it has worked for me.

It is more difficult to deal with the students without making them interact with the lecture pushing it to be more closer to their hearts because the speech coming out from the heart reaches the heart while the speech coming out form the tongue will not pass beyond the ears. this will make the student interact with and know the lectures because it is well known that things move the emotions stay in the memory for longer period. with billion of thanks to you Mohamed Benmerikhi Ph.D

• Self-evaluation: judged against criteria. One of the most valuable means of evaluating your lectures is to reflect on what you are planning to do or have done in terms of student learning objectives. ...
• Feedback during the lecture. ...
• Feedback after the lecture. ...
• Submission of notes by students. ...
• Peer observation.

Dear Dr Mohamed Benmerikhi Ph.D . The discussions with students and their interactions with me during the lecture can give me a clear assessment of the lecture. The answers and interactions of the students reflect the true pedagogical skill.

It depends on the number of main ideas you are introducing to learners. It also depends on the 100 percent attendance by students.

The quality of my lectures can be evaluated through an open or closed questionnaire by students

It seems going through the educational materials (books, papers, notes etc ) along with opinions of peers/ teachers' colleagues, students' ideas, employers' feedback on graduates quality, all together could provide reliable data to assess teaching quality.