This instrument aims to provoke instructor reflection about assumptions and priorities that affect teaching. No set "right" answers exist nor are value judgments attached to a particular score. The goal is to encourage encounters with ideas and assumptions that inform the practice of instruction.
Instructors can complete this form at almost any juncture. Answers may be determined in terms of instructional activities in a given class or based on the general approach taken to teaching. The objective here is self-evaluation. The results need to be shared. For that reason, honesty is encouraged and no risk is involved.
The last page of the instrument contains scoring instructions, which ought to be consulted when the instrument has been completed. These interpretive suggestions should also be read then as well. Do not read further if you intend to use the instrument.
Scored results on this instrument identify areas of priority ascribed to one's teaching. The nature of the questions force you to think about your priorities even though you may perceive your instruction to be balanced. Results should stimulate reflections and introspection. Are they what you anticipated or were you surprised by the results? Given a predilection towards a priority area, consider the instructional strategies and activities commonly included in your course. Do they communicate and reinforce this priority? What about the area on this instrument that represents the lowest priority? Should that area assume a greater importance? Are there instructional alterations that might increase your effectiveness in the area? Can they be implemented efficiently and without compromising your focus in other areas?
This instrument was developed by the Measurement and Research Division of the Office of Instructional Resources at the University of Illinois Urbana. It may be used in whole or part if credit is given to this source. Directions and scoring instructions have been revised by The Instructional Development Program at The Pennsylvania State University.