Cambodian Mekong University
Is the university that cares for the value of education
Department of Academic Affairs
Faculty of Arts, Humanities and Foreign
Languages (FoAHFL)
Mekong Department of English (MDE)
Observation Report of Class Teaching
(Guidelines and Instrumentation)
CLASS OBSERVATION DATA
Class Instructor :………………………………………………….………….
Course Number & Title : …………………………………………………………….
Class Size & Student Description : …………………………………………………………….
Observer (s) : …………………………………………………………….
Date & Time of Observation(s) : ……………………………………………………………
Part 1: GUIDELINES FOR CLASS TEACHING REVIEW
Each of the categories listed below (Introduction, Organization, Presentation, Student
Engagement, Climate/Rapport, and Content) is to be addressed in the report of the class review
of teaching. The performances listed within each should be helpful in judging the quality of
instruction and teaching evidenced by the instructor under review. The reviewer should
comment on all relevant performances and others that support conclusions about the quality of
teaching. The report on the CLASS TEACHING REVIEW should be prepared using word
processing software to allow the reviewer to comment at whatever length is appropriate. The
instructor under review should provide the reviewer with any materials he/she believes
demonstrate teaching behaviors in the categories described below or other important aspects of
teaching, recognizing that the reviewer will gain most from in-class observations of the instructor
and interactions with class members.
Introduction:
Write about the overview of the class interaction observation process between instructor and
learners and about observation perspectives.
Organization
• Begins class on time
• Appears well-prepared for class
• States clearly the aims/objectives/activities of the class session
• Engages in a variety of organizational and preparation activities aimed at
maximizing time available for instruction and facilitating student learning
(e.g.,
materials/props readily available, prior class review, provision of internal summaries
& transitions, preview of session content & activities, etc.)
Presentation
• Speaks audibly and clearly, and without distracting speech characteristics
• Selects teaching methods appropriate to course content
• Communicates a sense of enthusiasm toward and interest in course content
• Incorporates various instructional supports (e.g., video, slides, etc.) effectively
• Recognizes and responds effectively to changes in student attentiveness
• Uses a variety of appropriate techniques to maintain student interest and attentiveness
(e.g., maintenance of eye contact, etc.)
Comments concerning instructor's organization & presentation:
Student Engagement and Interaction
• Explains clearly directions, procedures, and intended activity outcomes
• Allows sufficient opportunity for student input, discussion, questioning, and interaction
with instructor
• Provides individuals constructive feedback
• Properly paces instruction, allowing sufficient time for activity completion
• Provides clear modeling and demonstration to all students
• Engages in a variety of teaching techniques aimed at engaging students (e.g.,
providing sufficient session time & "wait time" during questioning, answers
student questions clearly and directly, encourages & cues student response, etc.)
Climate and Rapport
• Knows students' names and responds to them as individuals
• Responds to student wrong answers/misunderstandings constructively
• Demonstrates effective listening behaviors
• Encourages student thought, participation, feedback, & student-to-student collaborative
interaction
• Treats class members equitably and respectfully
• Admits error and/or insufficient knowledge
• Uses humor constructively
Comments concerning instructor's ability to engage students & establish a positive
learning environment:
Content
• Selects examples and illustrations clearly related to course content and student
experiences
• Makes course content relevant by using authentic, real-world applications
• Explains new/difficult terms and concepts clearly and in multiple ways
• Integrates text and other course resource material into class session
• Establishes clear context for instruction (e.g., provides necessary conceptual
background; relates session content to prior & future content covered, to
course projects/assignments, & to other views and fields of study)
Comments concerning instructor's communication of course content:
Part 2: GUIDELINES FOR COURSE MATERIALS REVIEW
The categories listed below should be helpful in judging the instructional materials you are
reviewing. Each instructor under review should provide the class reviewer a copy of the course
syllabus, examples of instruments or techniques used to assess student performance, and
examples of supplemental materials (print or electronic) used in the course. The reviewer should
comment on all relevant performances that support conclusions about the quality of teaching.
The report on the COURSE MATERIALS REVIEW should be prepared using word processing
software to allow the reviewer to comment at whatever length is appropriate.
Besides the course syllabus, none of the other categories below are required in the COURSE
MATERIALS REVIEW. The reviewer should consider the extent to which students use a
variety of appropriate materials to support learning in the course, but should not assume that any
specific type of materials is required. Different courses and content may require varying
approaches to assess student learning. If tests (or examinations) are used, samples of the test
should be provided to the evaluator. If assignments or performance assessments are used in lieu
of traditional tests, the description of these tasks (as it would be given to students) should be
provided. In both cases, sample student products and/or summaries of student performance
would be useful evidence in the evaluation.
Course Syllabus
The course syllabus should be professional in appearance and provided to students at the
beginning of the course. Availability online is encouraged. Each of the areas listed below
should be addressed.
Descriptive Information
• Contains accurate information about the course
• Contains information about the faculty member, e.g. name, office address, office
hours, phone number, e-mail address
Course Goals and Objectives
• Includes a statement or description of course objectives
• Goals and objectives are appropriate, clear, and reasonable.
Textbook or Required Resources
• Identifies instructional resources like books, films and guest speakers
• Are clearly related to course objectives
• Are appropriate to course level
Course Requirements
• Assignments and due dates are listed
• Descriptions for all assignments are clear and well-thought out.
Evaluation
• Describes evaluation procedures
• Provides clear and unambiguous explanation of how final grade will be assigned
Topics
• Outlines the sequence of topics to be covered
• Includes a class or activity schedule or calendar
Supplementary Reading Lists
• Contains relevant and current material
• Supplements course content
Comments concerning course syllabus:
Assessment of Students
Assignments (as they appear on the syllabus or in written descriptions elsewhere)
• Produce meaningful and challenging learning experiences
• Include a variety of activities which are responsive to varying student interests, abilities
and learning styles
• Are appropriate to course objectives and content level
• Are spaced at appropriate intervals in the course
• Are challenging but not of unreasonable length
Examination(s)
• Address course objectives
• Appropriately assess course content
• Are of reasonable length
Comments concerning the assessment of students:
Supplemental Materials
Handouts
• Are relevant additions and/or elaborations of course content
• Are structured so that the content is clearly communicated to readers
• Are neat and free of spelling and grammatical errors
Visual Materials (as in prepared transparencies or electronic presentations)
• Illustrate aspects of the content that are enhanced by visual representation
• Are clear and “graphically” illustrate the content
• Can be seen and read with ease everywhere in the classroom
Use of Technology
• Makes appropriate use of technology
• Models effective practice
Use of Blackboard
• Discussions are appropriate and include comments from professor
• Course documents are provided
• External links are included and relevant to course
Comments concerning supplemental materials:
Part 3: OVERALL CONCLUSIONS OF THE CLASS REVIEW OF
TEACHING & COURSE MATERIALS
Considering both the classroom observation and the review of course materials, as well as
any other information gathered including interviews or discussions with students, comment
on the quality of instruction provided by the individual under review.
Comments:
