Assessment Process

The performance of contract academic instructors will normally be formally assessed in the term of the regular academic year following the third offering of a given course by the instructor within a five-year period.  Right of First Refusal (ROFR) is awarded following a positive assessment.  When a department or faculty is hiring for a new academic offering, instructors holding ROFR to teach that course are given first consideration when they apply.

There are two ROFR assessment periods each year, in the fall and winter semesters.  Instructors who are newly eligible to apply for assessment will receive a notice of assessment from the Vice-President's office late in the preceding semester.  All ROFR applications must be received by the end of the second week of the new semester by the relevant department or faculty, which forms a Contract Academic Instructor Assessment Committee to assess applications and inform instructors of the result.  Instructors have the right to submit a written response within ten days.  Please see Article 19A.03 of the Collective Agreement for further details.

Assessment Package

The assessment of contract academic instructors will be based on the contents of the contract academic instructor's official file, the self-assessment letter, and supporting evidence of good teaching (if provided by the instructor) as outlined in the Collective Agreement.  The following outline is aimed to assist with preparation of such an assessment package which should ideally be based on the materials developed during preparation of the course (see Preparing to Teach).  For detailed information on assessment, refer to the Collective Agreement (Article 19).

(1) Course description

A template covering the course and the context for teaching is available for download here.

(2) Teaching philosophy

Please see the Teaching Philosophy section.

(3) Teaching and learning objectives

Please see the Setting Objectives section.

(4) Self assessment

The Designing a Course section should help you with answering the following questions: 

  • How did you structure your course, and what have you changed or added?
  • How did the course content, instructional design (including teaching strategies), assessments, and grading work towards meeting the objectives?
  • How can the course be improved further?

(5) Optional appendices

  • recognition received for good teaching
  • a reflection on results of student opinion surveys
  • products of good teaching, e.g. examples of student work
  • a sample syllabus, a learning activity, exam and/or assignment used in the course