Evaluation of Learning and Teaching
My approach to evaluating learning and teaching within the Department of Management and Entrepreneurship at the University of the Western Cape (UWC) is anchored in a reflexive and reflective praxis that values continuous improvement, collaborative learning, and evidence-based enhancement of pedagogy. Having taught Management Theory (PGB712) and Strategic Management (MAN304) for the past two years, I have developed a systematic framework for evaluating my teaching effectiveness and its impact on student learning experiences.
Central to my philosophy is the understanding that evaluation is not a summative judgment of teaching performance, but a formative process that contributes to pedagogical growth, curriculum renewal, and student success (Brookfield, 2017). My evaluative practices are informed by the principles of reflectivity and reflexivity, which together enable me to critically interrogate my assumptions, teaching methods, and classroom dynamics. Reflectivity involves ongoing critical self-assessment of teaching practices and student outcomes, while reflexivity
goes a step further by questioning the social, cultural, and institutional contexts that shape teaching and learning (Finlay, 2008; Schön, 1983). This reflective-reflexive interplay allows me to move beyond routine practice and engage in meaningful pedagogical transformation.
At the end of each semester, I administer student feedback surveys to gain insights into learners’ perceptions of the module content, teaching methods, learning materials, and assessment strategies. Student feedback is an essential component of my evaluative framework, as it provides direct evidence of student engagement, inclusivity, and the perceived relevance of the curriculum (Ramsden, 2003). I analyse this feedback carefully to identify patterns and areas for improvement, ensuring that subsequent iterations of my modules respond to the evolving needs and expectations of my students.
In addition to student feedback, I actively participate in peer review of teaching as part of my commitment to collegial learning and continuous professional development. I regularly invite colleagues to observe my lectures and provide constructive feedback on aspects such as teaching clarity, student engagement, and the use of technology-enhanced learning tools. I also observe my colleagues’ classes to learn best practices and integrate innovative pedagogical techniques into my own teaching (Hammersley-Fletcher & Orsmond, 2005). This reciprocal process aligns with UWC’s ethos of collaborative academic development and contributes to a culture of
scholarly teaching and learning.
Evaluation in my teaching practice is deeply intertwined with the scholarship of teaching and learning (SoTL), where reflection and feedback inform pedagogical experimentation and refinement. I draw on both quantitative data (e.g., student performance metrics, pass rates) and qualitative data (e.g., narrative feedback, peer observations) to evaluate not only the effectiveness of my teaching but also the inclusivity and responsiveness of my learning
environments. My consistent pass rates above 80% in both PGB712 and MAN304 are an affirmation of this reflective practice, but I view such metrics not as endpoints, but as indicators guiding deeper inquiry into how students learn and thrive.
Evaluation in my teaching practice is deeply intertwined with the scholarship of teaching and learning (SoTL), where reflection and feedback inform pedagogical experimentation and refinement. I draw on both quantitative data (e.g., student performance metrics, pass rates) and qualitative data (e.g., narrative feedback, peer observations) to evaluate not only the effectiveness of my teaching but also the inclusivity and responsiveness of my learning
environments. My consistent pass rates above 80% in both PGB712 and MAN304 are an affirmation of this reflective practice, but I view such metrics not as endpoints, but as indicators guiding deeper inquiry into how students learn and thrive.
Furthermore, I adopt a developmental approach to evaluation, ensuring that the process leads to actionable change. Each semester, I engage in structured reflection guided by Brookfield’s (1995) four lenses of critical reflection — the autobiographical (self-reflection), the student’s perspective, the peer’s perspective, and the theoretical lens — to holistically assess my teaching. This framework helps me balance personal intuition with empirical and dialogic evidence, reinforcing my belief that effective evaluation must be iterative, dialogical, and transformative
(Kreber, 2010).
Ultimately, my evaluation of learning and teaching is a dynamic process grounded in critical pedagogy and the continuous pursuit of teaching excellence. It embodies a commitment to reflective professionalism, collaborative learning, and pedagogical adaptability — ensuring that my teaching remains responsive to the shifting contexts of higher education and the lived experiences of diverse learners at UWC.
References
- Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass.
- Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
- Finlay, L. (2008). Reflecting on reflective practice. Practice-based Professional Learning Paper 52, The Open University.
- Hammersley-Fletcher, L., & Orsmond, P. (2005). Reflecting on reflective practices within peer observation. Studies in Higher Education, 30(2), 213–224. https://doi.org/10.1080/03075070500043358
- Kreber, C. (2010). Academics’ teacher identities, authenticity and pedagogy. Studies in Higher Education, 35(2), 171–194. https://doi.org/10.1080/03075070902953048
- Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). RoutledgeFalmer.
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.