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.




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.





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.