Productivity Measurement and Enhancement System (ProMES) Method

Evaluating University Teaching Effectiveness
(Watson, Hedley, Clark, Paquin, Gottesfeld, & Pritchard, 1995)

1. Presented appropriate material in an organized fashion.

Indicator 1: The instructor was well organized.

Indicator 2: The amount of material presented or assigned by the instructor was appropriate.

2. Demonstrated subject mastery.

Indicator 3: The instructor appeared to have a thorough knowledge of the subject.

Indicator 4: Information and references provided by this instructor were relevant.

3. Communicated effectively.

Indicator 5: The instructor spoke clearly and was easily understood.

Indicator 6: The instructor emphasized major points.

Indicator 7: Concepts were presented in a manner that aided my understanding.

4. Promoted critical thinking and problem solving.

Indicator 8: The instructor's examination questions required me to do more than recall factual information.

Indicator 9: The instructor helped me integrate facts, develop conclusions, and arrive at solutions.

Indicator 10: The instructor raised challenging questions or problems for consideration.

5. Motivated students to learn.

Indicator 11: The instructor created and maintained an atmosphere that facilitated learning.

Indicator 12: The instructor stimulated my interest in the subject.

6. Exhibited a positive attitude toward students.

Indicator 13: The instructor was courteous and easy to approach

Indicator 14: The instructor was willing to help students outside of class.

7. Evaluated students fairly.

Indicator 15: This instructor's examination questions covered important concepts presented in the course.

Indicator 16: The examination questions from this instructor were reasonable in difficulty.

Indicator 17: The examination questions from this instructor were graded fairly.

[Students respond to each of the above indicators using a five point Likert-type scale (1=Strongly Disagree, 5=Strongly Agree).]

Note:

"Contingencies" are determined according to the "type of class." For instance, large introductory courses may focus on the use of lectures to assist in the acquisition of facts. As such, Indicator 8 might be devalued in summary reports of large lecture courses. The institution developing this instrument developed "contingency evaluations" for laboratory courses and graduate seminars.