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)
