Evaluation Letters
The role and format of evaluative letters of teaching, both from students and peers
Letters of recommendation are standard in many forms of evaluation (applications to college or graduate programs, applications to teach in those places...; peer review of research on the occasion of tenure review; etc.). Yet they currently have little role in evaluating teaching (why?).
Letters may potentially come from students, peer teachers, or others who have some familiarity with the teaching or (more likely) the products of teaching. As in any forum where letters are used, each letter is limited; however, as an ensemble, they can show important patterns. In addition, the narrative, sometimes anecdotal format, though perhaps less reliable, can often be more vivid and convey more information than standardized forms of (mass) assessment. Letters are traditionally viewed in the context of the writers, their authority or credibility (or plain notoreity), and other features of their relationship to the person being evaluated.
Unsolicited letters, especially from students, are always welcome, of course -- and their spontaneous nature can provide a kind of evidence itself. However, this should not rule out the potential value of solicited letters, even from students (especially if they are perceptive and articulate). Such letters may prove more valuable, however, if they follow certain guidelines in providing information ultimately useful to the reviewer. One set of guidelines is proposed below (based on comments about letters of reference in other contexts).
[Potential] Guidelines in Writing Letters of Recommendation
- Describe your relationship to the teacher (type, length).
- Provide an overall general impression -- look for a few key words that are distinctive and characterize the teacher's uniqueness.
- Provide concrete examples or other evidence for all claims or general statements. Be complete in your descriptions -- don't assume that the reader will be familiar with particular classes, programs, etc.
- Consider where personal narratives can be illustrative or compelling.
- Compare the teacher to others, noting particular strengths.
- Contextualize praise -- what are the limits of this person's abilities (as strong as they may be)? Perhaps use a reference set (for example, best among ---?---).