EVALUATION OF TEACHING:  In Person or Video Tape

 

Evaluation Scale

1  Needs substantial improvement                                 3  Satisfactory

2  Needs some improvement                                         4  Good

 

 

A.     Organization and Preparation:  Do you

  1. State the purpose of the class session and its relationship to the previous class?  1  2  3  4

2.   Emphasize and summarize main points with students during the class?                 1  2  3  4

3.   Make smooth transitions from one topic to another?                                          1  2  3  4

4.   Relate the day's session to upcoming presentations?                                           1  2  3  4

5.   Include neither too much nor too little material in a class period?                        1  2  3  4

6.   Seem at ease with the material?                                                                         1  2  3  4

7.   Begin and end class promptly?                                                                          1  2  3  4

 

Comments:

 

 

B.     Style of Presentation:  Do you

1.   Speak in a clear, strong voice that can be easily heard?                                      1  2  3  4

2.   Speak at a rate that allows students to take notes?                                             1  2  3  4

3.   Talk to the class, not the board or windows?                                                     1  2  3  4

4.   Listen carefully to student's comments and questions without interruption?          1  2  3  4

5.   Present in a style that maintains student attention?                                              1  2  3  4

 

Comments:

 

 

C.     Clarity of Presentation:  Do you

1.   Define new terms, concepts, and principles?                                                      1  2  3  4

2.   Give examples, illustrations, or applications to clarify abstract concepts?            1  2  3  4

3.   Explicitly relate new ideas to familiar ones?                                                        1  2  3  4

4.   Seem to know whether or not the class is understanding you?                            1  2  3  4

5.   Use alternate explanations when students do not understand?                             1  2  3  4

6.   Pace presentation to match class comprehension?                                              1  2  3  4

7.   Refrain from needlessly digressing from the main topic?                                      1  2  3  4

8.   Use handouts and audiovisual aids effectively?                                                   1  2  3  4

9.   Write legibly and clearly on the board or overhead?                                           1  2  3  4

 

Comments:

 

 

D.     Questioning Skills:  Do you

1.   Periodically ask questions to gauge whether students need more or less              1  2  3  4

      information on a topic?

2.   Ask different levels and kinds of questions to challenge and engage students?     1  2  3  4

3.   Pause sufficiently after all questions to allow students time to respond?               1  2  3  4

4.   Encourage students to answer difficult questions by providing cues or                 1  2  3  4

      rephrasing?

5.   Answer questions directly before elaborating or giving additional information?    1  2  3  4

6.   When necessary, ask students to clarify their questions?                                     1  2  3  4

7.   Ask follow-up questions if a student's answer is incomplete or superficial?          1  2  3  4

8.   Request that difficult, time-consuming questions of limited interest be                  1  2  3  4

      discussed at another time?

 

Comments:

 

 

E.     Student Interest and Participation:  Do you

1.   Encourage students' questions?                                                                         1  2  3  4

2.   Accept other points of view?                                                                             1  2  3  4

3.   Provide opportunities for students to practice what they are learning?                 1  2  3  4

  1. Incorporate students' questions and concerns into presentations?                       1  2  3  4

 

Comments:

 

 

F.      Classroom Climate:  Do you

1.   Address students by name (and with the correct pronunciation)?                        1  2  3  4

  1. Call on men and women students in equal numbers?                                          1  2  3  4
  2. Call on students of different ethnic groups in equal numbers?                              1  2  3  4
  3. Evenhandedly listen attentively and respond to students' comments and              1  2  3  4

questions?

      5.   Give feedback, encouragement, criticism, and praise evenhandedly?                  1  2  3  4

  1. Avoid language patterns or case examples that exclude or derogate

any groups?                                                                                                      1  2  3  4

      7.   If use humor, use it is appropriately and effectively?                                           1  2  3  4

 

      Comments:

 

 

G.     Discussion:  Do you

1.   Encourage all students to participate in the discussion?                                       1  2  3  4

2.   Draw out quiet students and prevent dominating students from monopolizing      1  2  3  4

       the discussion?

3.   Refrain from monopolizing the discussion yourself?                                            1  2  3  4

4.   Encourage students to question one another?                                                     1  2  3  4

5.   Mediate differences of opinion?                                                                         1  2  3  4

6.   Bring closure to the discussion?                                                                         1  2  3  4

 

Comments:

 

Davis, B. J. (1993). Tools for Teaching, San Francisco: Jossey-Bass (pp. 358-360)