Developed by Departmental and Leadership Teams for Action (DeLTA) at the University of Georgia
|Purpose||To guide reform of departmental teaching evaluation practices including peer review, student evaluations, and self reflection.|
|Focus||Teaching (peer observations of teaching, peer review of teaching, student evaluations of teaching, self-reflection on teaching)|
|Level||Upper-level, Intermediate, Intro college|
This is the second highest level of research validation, corresponding to at least 5 of the validation categories below.
Research Validation Summary
Based on Research Into:
- Relevant theory and/or data
- Iterative use of rubric
- Inter-rater reliability
- Expert review
- At multiple institutions
- By multiple research groups
- Peer-reviewed publication
- The GATEs are extensively research validated. They were developed based on diverse sources of evidence, including scholarly work on teaching evaluation, common practices used in teaching evaluation reform efforts, and systematic interviews with 25 department faculty and chairs. The GATEs are designed to describe the range of practices observed in these departments. The GATEs were further refined and developed through pilot testing, think-aloud interviews, observation, and repeated application of the rubric. High inter-rater reliability was achieved, and results from 12 STEM departments were analyzed to demonstrate validity of the rubric categories.
- S. Krishnan, J. Gehrtz, P. Lemons, E. Dolan, P. Brickman, and T. Andrews, Guides to Advance Teaching Evaluation (GATEs): A Resource for STEM Departments Planning Robust and Equitable Evaluation Practices, CBE Life. Sci. Educ. 21 (3), (2022).
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There are no typical scores available for the GATEs rubrics.