From Academic Advancement Network, Michigan State University
Classroom Observation
Evaluation Form[*]
NOTE: This is a “Checklist” form, not a scaled rating form. It asks reviewers to indicate the presence of teaching activities/behaviors already established as indicative of high quality teaching.
| Instructor: | Date: |
Directions: Indicate with a check (P) the presence of the following actions and behaviors that indicate high quality teaching. Leave blank items you do not observe. Use N/A if an item is not relevant for this class or the instructor’s teaching style.
Variety and Pacing of Instruction
The instructor:
| uses more than one form of instruction | |
| pauses after asking questions | |
| accepts students responses | |
| draws non-participating students into activities/discussions | |
| prevents specific students from dominating activities/discussions | |
| helps students extend their responses | |
| guides the direction of discussion | |
| mediates conflict or differences of opinion | |
| demonstrates active listening | |
| provides explicit directions for active learning tasks (e.g. rationale, duration, product) | |
| allows sufficient time to complete tasks such as group work | |
| specifies how learning tasks will be evaluated (if at all) | |
| provides opportunities and time for students to practice |
Examples of instructor actions or behaviors that support the ratings above.
Organization
The instructor:
| relates this and previous class(es), or provides students with an opportunity to do so | |
| provides class goals or objectives for the class session | |
| provides an outline or organization for the class session | |
| makes transitional statements between class segments | |
| follows the stated structure | |
| conveys the purpose of each class activity or assignment | |
| completes the scheduled topics | |
| summarizes periodically and at the end of class (or prompts students to do so) |
Examples of instructor actions or behaviors that support the ratings above.
Presentation Skills
The instructor:
| is audible to all students | |
| varies the tone and pitch of voice for emphasis and interest | |
| speaks at a pace that permits students to understand and take notes | |
| establishes and maintains eye contact | |
| avoids over-reliance on reading content from notes, slides, or texts | |
| avoids distracting mannerisms | |
| uses visual aids effectively (e.g. when appropriate to reinforce a concept, legible handwriting, readable slides) |
Examples of instructor actions or behaviors that support the ratings above.
General
What went well in this class?
What suggestions for improvement do you have?
Additional Comments:
[*] Adapted 1/2006 from Chism, N.V.N. (1999) Chapter 6: Classroom Observation, Peer Review of Teaching: A Sourcebook. Bolton, MA: Anker Publishing, by Angela R. Linse, Executive Director, Schreyer Institute for Teaching Excellence, Penn State. If you further adapt this form, please include this source citation.