Teaching Effectiveness

Criteria to Evaluate Teaching Effectiveness

Policy (ARP 9.31) requires instructors to gather evidence of teaching effectiveness from more than one source. The following materials from the Teaching Academy and the Online Course Improvement Program are available for use by NMSU educators to help you gather evidence of teaching effectiveness from your students, other professionals, and from yourself (i.e., the instructor).

Evidence from your students

Evidence from yourself (the instructor) and other professionals

The following materials provide you with criteria for self and peer evaluation. The recommended use of these materials is that you first apply the criteria to your own class before having another professional do so.


For self-evaluation of classroom teaching, consider recording a class period of your own and then evaluating your teaching against the following criteria. For online teaching, use the criteria to evaluate a module of one of your online courses. In this way, you can improve the quality of your work before having it evaluated by others.


For peer-evaluation of classroom or synchronous teaching, consider inviting a peer to visit a class period and evaluate your teaching against the following criteria. For asynchronous teaching, ask a peer to evaluate a module of one of your online courses. Here are peer- and self-evaluations that may be useful:

Access to the following materials is restricted to NMSU educators. When you click to download the following materials, you will be prompted for your NMSU username and password.

Samples of Evidence of Teaching Effectiveness

Samples of Evidence provides examples from several different disciplines of documenting teaching effectiveness with four forms of evidence. Please note that these examples use older criteria for student-, self-, and peer-evaluation.

Documenting Effective Teaching with the Four Forms of Edivence

Below you will find examples of all four forms of evidence suggested by ARP (9.31) that faculty may use to document their teaching effectiveness. Examples come from several different instructors, including Laura Madson, psychology; Michèle Shuster, biology, and Christopher Brown, geography. Clicking the title of each example below will take you directly to that example.

Evidence from Instructor

Evidence from Other Professionals

Evidence from Student

Evidence of Students Learning