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ABSTRACT
This article describes an innovative educational tool designed for the dual purpose of evaluating teaching and learning and teaching skills for evaluating practice. Drawing from the literature on feminist pedagogy, group process and classroom evaluation, the authors designed and implemented a classroom evaluation instrument and process for enhancing teaching and learning. Results of this evaluation process are presented and its strengths and limitations are discussed. Use of this tool models one approach to evaluating group work practice interventions while at the same time providing useful data to improve students' experiences in the classroom.