Evaluation Stream Sessions


Five perspectives for evaluating teaching

You may be familiar with Brookfield's four lenses approach to critically reflecting on teaching practice:  (1) the self (2) the student (3) your peers and (4) the literature. A fifth lens (5) learning analytics, has been added to the list. This workshop will use these processes to consider possibilities for critically reflecting on your own teaching.

Brookfield, Stephen D. (1995). Becoming a Critically Reflective Teacher. San Francisco, CA: Jossey-Bass

Facilitator: Dale Wache

MCE – what do I need to know?

This workshop considers the mechanics of evaluation. Things like… What do the numbers mean? What’s a ‘good’ number or one that will bring me under notice? Can I add another question? Where can I get help? …..or bring a question and if we can’t answer immediately we will get back to you.

Facilitator: Dale Wache

Reviewing my course using MCE

Student responses and comments in MyCourse Experience (MCE) are useful indicators of student perceptions of specific aspects of your course and your teaching and can help you to target or prioritise your development as a university teacher. If you wish to improve your MCE scores, this workshop covers some aspects of course and teaching delivery which you might like to consider.

Facilitator: Dale Wache

Evaluating learning during a course

Do you want to be strategic about evaluation? There are strategies you can employ to improve the evaluation of your course and teaching. These anonymous, in-class activities are designed to give you and your students useful feedback on the teaching-learning process as it is happening. This workshop will share strategies and other forms of evaluation that may be helpful.

Facilitator: Dale Wache

Evaluating my online course

Checklists, rubrics, and guidelines for evaluating your online course continue to proliferate in number and variety. As the expert of your course subject matter but not necessarily fluent in the best criteria for evaluating your online course- what is the best way to evaluate your online course? This workshop foregrounds an ‘evaluation rubric’ for online courses that lets you evaluate your online course for its appropriate fit to your course's learning outcomes and classroom contexts.

Facilitator: Dale Wache

Using learning analytics to evaluate teaching

Learning analytics has great potential to inform and enhance teaching and learning practices in higher education. This workshop uses existing UniSA learning analytics’ reports and dashboards to introduce the benefits of learning analytics and then examines ways that learning analytics can be used to address educational problems or make improvements to teaching.

Facilitator: Dr Tim Rogers

Peer review of teaching

Peer review of teaching can take many different forms, of which classroom observation is probably the most well-known. However, teaching at UniSA is understood to go beyond classroom performance and also encompass online teaching and teaching-related activities, such as revision of teaching materials, development of courses, writing of assessment tasks, mapping of programs to graduate qualities, and all other aspects of teaching that impact the student learning experience.

This workshop will look at:

  • Peer Partnerships, through collegial input into and reflection on your teaching. Its aim is to support professional growth.
  • Summative Peer Review, through collegial input into and reflection on your teaching. Its aim is to document your practice at a point in time and add this peer perspective into an application for Promotion or Probation.


Every student in a course should receive the same opportunity for a fair assessment regardless of who is marking their assessment task. Moderation processes offer this assurance. This workshop enables you to critically examine, share good practice in, and plan for effective moderation practice.

Facilitator: Dale Wache