Student Assessment of Teaching and Learning (SATL)
(Loup, et al., 1994)
ASSESSMENT DOMAIN I: Preparation and Classroom Management
1. Objectives for the course are clearly communicated.
2. Objectives for each class are clearly communicated.
3. Student responsibilities and expectations are clearly explained.
4. The professor is well-prepared for class.
5. Class starts and ends on time.
6. Time during class is efficiently used for teaching and learning.
7. The course activities over the semester are well-organized.
8. Class activities help to achieve the objectives of the course.
9. Assigned readings (textbook and/or other) are meaningful.
10. Outside assignments help to achieve the course objectives and are integrated with class activities.
11. Teaching and learning techniques motivate students to learn.
ASSESSMENT DOMAIN II: Interpersonal Skills
12. The professor is enthusiastic about teaching this course.
13. The professor is enthusiastic about students' learning in this course.
14. The professor maintains a climate conducive to learning.
15. The professor relates the subject to everyday life.
16. Students are encouraged to express their own ideas.
17. Students are encouraged to participate in discussions.
18. A climate of mutual courtesy and respect is maintained.
19. The professor demonstrates interest in the progress of individual students.
20. The professor is willing to provide outside help and guidance.
21. The professor is sensitive to the needs and feelings of students.
ASSESSMENT DOMAIN III: Enhancement of Learning
22. The professor arouses and maintains students' interest in the subject.
23. Teaching methods stimulate interest in the course.
24. The professor's speech is audible and easily understood.
25. Directions and explanations related to course content are clear.
26. Thought-provoking questions are asked.
27. Questions are asked that allow students to compare and contrast ideas.
28. The professor draws students into discussions among themselves.
29. During classes students are encouraged to interact and learn from one another.
30. Topics are summarized before moving on to new topics.
31. Important topics or ideas are summarized at the end of class.
32. The professor helps students to organize information and understand relationships among the topics in the course.
33. Difficult material is clearly explained
34. Students are encouraged to ask questions in class.
35. Learning activities are implemented at an appropriate pace.
36. Course content is at an appropriate level of difficulty.
37. Difficult parts of the lesson are emphasized to help students learn.
38. The professor seems to know when the students do not understand.
39. When students are confused, the professor clarifies as needed.
40. Students receive feedback about their learning during the lesson.
41. Adjustments are made in the lesson, as needed, to help students learn.
42. Teaching aids (such as visuals) are used in a way that enhances learning and broadens understanding.
43. Learning materials (such as books, handout, lab equipment) are used in a way that enhances learning and broadens understanding.
44. Students are encouraged to apply course content to solve problems or understand real life situations.
ASSESSMENT DOMAIN IV: Student Evaluation Practices
45. The basis for grading is made clear.
46. The basis for the course grade reflects an appropriate balance among tests, papers, assignments, participation, etc.
47. Tests reflect the course content.
48. The test questions are clearly phrased.
49. The tests are of reasonable length.
50. The test questions provide a fair chance for students to demonstrate their knowledge of the subject.
51. Course assignments are graded fairly.
52. Tests and assignments are returned in a reasonable length of time.
53. Sufficient feedback is provided on all graded work.
54. Students have opportunities to determine their own progress in the course.
Note:
This focus of this instrument is touted to be "unique" in that:
- it has as a central focus "students' views of the extent to which a set of reasonably research-based indicators of teaching and learning activities and learning environment variables enhance student learning… [As such, it] provides a rich alternative to the wide variety of student course evaluation forms currently being used in higher education settings that typically have a simpler and more narrow rating focus on instructor or course characteristics alone."; and
- "its focus is on newer, important assessment concerns such as the teaching and learning of higher order thinking skills as well." (Loup, et al., 1994, p. 14)
