I. The course syllabus includes (as appropriate): | Yes | Mostly Yes | Mostly No | No | Unable to Evaluate |
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2. Clearly spells out course goals and objectives (student learning outcomes) |
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3. Information is consistent with department and university policy |
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4. Syllabus acts as an invitation to the course and promotes student curiosity. |
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5.
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6.
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II. Course assignments (including laboratory experiences, where relevant), include: | Yes | Mostly Yes | Mostly No | No | Unable to Evaluate |
1. Clear, complete explanation of rationale (learning goals) |
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2. Clear, complete description of grading policies for assignments |
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3. Clear, complete description of the requirements or expectations for assignments |
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4. Adequate allotted time so students can complete assignments as scheduled |
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5.
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6.
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III. Course examinations: | Yes | Mostly Yes | Mostly No | No | Unable to Evaluate |
1. Are well spaced throughout the semester, and test over a manageable amount of course material |
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2. Seem appropriate for student skill level and material presented. |
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3. Include questions that examine a variety of student learning levels (simple recall, application, analysis, synthesis, and/or evaluation) |
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4. Are scored in a way that is clearly understood by students. |
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5. Are scored promptly so that students receive prompt feedback. |
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6.
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7.
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IV. With respect to reviewer’s conversation with the instructor, the instructor: | Yes | Mostly Yes | Mostly No | No | Unable to Evaluate |
1. Has designed the course to meet student needs |
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2. Updates materials as appropriate |
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3. Uses student feedback to make appropriate course modifications |
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4. Uses feedback from colleagues regarding course design. |
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5. Is reflective about his/her teaching. |
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6.
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7.
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V. With respect to instructor’s organization, the instructor: | Frequently observed | Infrequently observed | Not observed | Unable to Evaluate |
1. Arrived on time to class |
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2. Related the material of this class to that of previous classes, and gave a brief outline of material to be covered |
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3. Gave clear learning objectives for the class |
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4. Insured that materials and technology were readily available, when needed |
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5. Related all class activities to specific learning objectives |
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6. Made clear transitions between topics, and summarized periodically |
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7. Summarized material at the end of class, and gave a preview of the next class |
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8.
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VI. With respect to instructor’s variety and pacing of instruction, the instructor: | Frequently observed | Infrequently observed | Not observed | Unable to Evaluate |
1. Used more than one form of instruction, including visual, auditory, and group interaction |
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2. Provided authentic tasks that challenged students |
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3. Paused after asking questions, and modeled good listening skills |
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4. Included all students in discussions, sometimes by calling on students |
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5. Provided explicit directions for learning tasks |
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6. Allowed enough time for students to complete learning tasks |
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7. Utilized appropriate handouts to aid in student learning. |
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8.
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VII. With respect to instructor’s content knowledge, the instructor: | Frequently observed | Infrequently observed | Not observed | Unable to Evaluate |
1. Made accurate statements and reflected a strong understanding of the subject matter |
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2. Focused on interesting or relevant questions and problems |
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3. Provided clear explanations, and gave students the opportunity to ask questions for clarification, if necessary |
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4. Incorporated current research, where appropriate |
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5. Related subject to students’ interests and daily lives, where appropriate |
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6. Modeled the reasoning process and problem solving skills used in the discipline |
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7.
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8.
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VIII. With respect to instructor’s presentation skills, the instructor: | Frequently observed | Infrequently observed | Not observed | Unable to Evaluate |
1. Spoke audibly and in a friendly tone |
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2. Varied his/her tone and pitch for emphasis; expressed enthusiasm for the subject matter |
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3. Captured and kept the students’ attention |
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4. Established eye contact with each student |
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5. Encouraged and valued student participation |
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6. Incorporated analogies, examples, and personal anecdotes where appropriate |
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7. Used appropriate visual aids to supplement the lecture. |
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8.
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IX. With respect to instructor’s rapport with students, the instructor: | Frequently observed | Infrequently observed | Not observed | Unable to Evaluate |
1. Addressed students by name |
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2. Treated all students with courtesy and respect |
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3. Provided feedback, and used positive reinforcement |
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4. Incorporated students’ ideas into the class |
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5. Maintained an atmosphere that reflects compassion and concern |
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6. Evidenced an attitude that reflects high expectations |
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7.
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8.
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X. With respect to instructor’s impact on learning, the instructor: | Frequently observed | Infrequently observed | Not observed | Unable to Evaluate |
1. Addressed all learning objectives outlined at the start of the class |
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2. Created an environment in which students were engaged and actively participating |
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3. Engaged students to ask and answer questions |
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4. Modeled critical thinking and problem solving skills |
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5. Showed respect for diverse points of view |
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6. Maintained a level of energy and excitement throughout the class |
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7.
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8.
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General impressions:
- What things went well for the instructor and/or the class?
- What things did not go particularly well for the instructor during this particular class?
- What was the instructor’s impression of the class as it compares to other classes in the series?
- What are the instructor’s greatest satisfactions teaching this course?
- What are the instructor’s greatest challenges teaching this course?
- What specific suggestions for improvement can you make with respect to:
- Course syllabus?
- Course assignments?
- Course examinations?
- Instructional methods?
- Other?