A Made-To-Order Form For Instructional Evaluation
(Weimer et al., 1988)
(Note:
Items may be rated on a 5-point scale with anchors of “needs improvement” to
“does well”. However, I suggest using the items to guide your viewing of the
tape.)
Organization
*
Begins class on time in an orderly, organized fashion
*
Previews lecture/discussion content
*
Clearly states the goal or objective for the period
*
Reviews prior class material to prepare students for the content to be covered
*
Provides internal summaries and transitions
* Does
not digress often from the main topic
*
Summarizes and distills main points at the end of class
*
Appears well prepared for class
Presentation
*
Incorporates various instructional supports like slides, films, diagrams, etc.
* Uses
instructional support effectively
*
Responds to changes in student attentiveness
* Uses
a variety of spaces in the classroom from which to present material (i.e.,
does not
*
Blackboard writing is large and legible
*
Speech fillers, for example, “OK” and “ahm”, are not distracting
*
Speaks audibly and clearly
* Uses
gestures to enhance meaning and not to release nervous tension (repetitive
gestures tend to do the latter)
*
Communicates a sense of enthusiasm and excitement toward the content
* Use
of humor is positive and appropriate
* Presentation
style facilitates note taking
*
Speech is neither too formal nor too casual
*
Establishes and maintains eye contact with class
*
Talks to the class, not to the board or windows
*
Varies the pace to keep students alert
*
Selects teaching methods appropriate for the content
Rapport
*
Praises students for contributions that deserve commendation
*
Solicits student feedback
*
Requires student thought and participation
*
Responds constructively to student opinions
*
Knows and uses student names
* Does
not deprecate student ignorance or misunderstanding
*
Responds to students as individuals
*
Treats class members equitably
*
Listens carefully to student comments and questions
*
Tailors the course to help many kinds of students
*
Recognizes when students do not understand
*
Encourages mutual respect among students
Credibility and Control
*
Responds to distractions effectively yet constructively
*
Demonstrates content-competence
*
Responds confidently to student inquiries for additional information
* Use
authority in the classroom to create an environment conducive to learning
*
Speaks about course content with confidence and authority
* Is
able to admit error and/or insufficient knowledge
*
Respects constructive criticism
Content
*
Includes illustrations
*
Selects examples relevant to student experiences and course content
*
Integrates text material into class presentations
*
Relates current course content to what’s gone before and will come after
*
Relates current course content to students’ general education
*
Makes course content relevant with references to “real world” applications
*
Presents views other than own when appropriate
*
Seeks to apply theory to problem solving
*
Explicitly states relationships among various topics and facts/theory
* Explains
difficult terms, concepts or problems in more than one way
*
Presents background of ideas and concepts
*
Presents pertinent facts and concepts from related fields
*
Presents up-to-date developments in the field
*
Relates assignments to course content
*
Clearly organizes assignments
*
Carefully explains assignments
Interaction
*
Encourages student questions, involvement and debate
*
Answers questions clearly and directly
* Uses
rhetorical questions to gain student attention
*
Gives students enough time to respond to questions
*
Refrains from answering own questions
*
Responds to wrong answers constructively
*
Allows ample time for questions
*
Encourages students to respond to each other’s questions
* Encourages
students to answer difficult questions by providing cues and encouragement
*
Allows relevant student discussion to proceed uninterrupted
*
Presents challenging questions to stimulate discussion
*
Respects diverse points of view
Active Learning
*
Clearly explains directions or procedures
* Clearly
explains the goal of the activity
* Has
materials and equipment necessary to complete the activity readily available
*
Allows opportunity for individual expression
*
Provides practice time
*
Gives prompt attention to individual problems
*
Provides individuals constructive verbal feedback
*
Careful safety supervision is obvious
*
Allows sufficient time for completion
*
Provides enough demonstrations
*
Demonstrations are clearly visible to all students
* If
the discovery method is employed, schedules time for discussion of results
*
Required skills are not beyond reasonable expectations for the course and/or
students
*
Provides opportunities for dialogue about the activity with peers and/or the
instructor
*
Allocates sufficient clean up time within class session