Build your CV - reflect on your skills

To support the University’s goal to develop and maintain a high-quality learning environment all courses are evaluated for quality assurance of learning and teaching (L&T). Students will have the opportunity to provide feedback about their experiences in their courses, typically via Summative Evaluation Tool (SET) course and teaching evaluation.

See the Enhancement and Evaluation Course and Teaching Guidelines for more details

Academic staff members will use multiple methods of evaluation to enhance their teaching.  Reflective practice Links to an external site. is a vital part of teaching and learning in the education sector. It increases awareness of a teacher's own professional knowledge and action and together with other evaluation methods provides evidence of teaching capability and excellence.

Tutors, graduate teaching assistants (GTAs) and demonstrators are exempt from the requirement to conduct formal, summative evaluations.

However, you can use formative methods to gain feedback on your teaching and combine this with self-reflective methods or peer to peer observations to gather evidence about your teaching skills as TA/GTA.

Consider building a learning journal

What is it? A learning journal is a collection of notes, observations, thoughts and other relevant materials built up over a period of time and recorded together. They form a body of evidence of your teaching skills development and may come in handy for future employability. Things to include:

-  What went well in this lesson? Why?
- What problems did I experience? Why?
- How engaged and active were the students?
- How much learning took place? How do I know?
- What could I have done differently?
- What did I learn from this experience that will help me in future lessons?

Collecting occasional fast forward feedback from students (eg, a questionnaire - what worked/did not work so well or name 5 things to do more/less of in the tutorial; see UoA Qualtrics library for examples) during the semester gives you a chance to improve your teaching as you go. It also makes students feel as legitimate participants in the teaching and learning process.