A classroom observation is a formal or informal observation of teaching while it is
taking place in a classroom or other learning environment. Typically conducted by
fellow teachers, administrators, or instructional specialists, classroom observations
are often used to provide teachers with constructive critical feedback aimed at
improving their classroom management and instructional techniques. University
administrators also regularly observe teachers as an extension of formal job-
performance evaluations.
The university places the quality of teaching on top of its priority ladder, and it is
keen on monitoring it. This approach consists of several techniques, one of them is
the classroom observation, which is conducted in three stages.
The first one is the self-evaluation process, in which each academic staff member
evaluates his/ her performance based on specific dimensions that measure different
aspects of the teaching process.
The second stage is the peer evaluation, in which a peer teacher of the same domain
as the observed one evaluates his/her teaching process as per the same dimensions.
The third stage is that the college deanship revise carefully the peer observation
reports submitted by instructors, and then consolidates them in a comprehensive
report to be submitted to the VP for Academic Affairs and Development to act
accordingly.
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Classroom Observation Form
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CONFIDENTIAL
Classroom Observation Form
Guidance Notes:
Reviews should indicate the presence of teaching activities/ behaviours already established as
indicative of effective teaching.
There are seven (7) subsets of teaching practices that need to be observed in this form.
A checklist is provided for each subset, where whatever is observed is checked.
A feedback session between the observer and the instructor should be conducted as soon as
possible.
The comments box and final indicative remarks will be finalized with the joint agreement of the
observer and the instructor.
There is no overall judgment given to the instructor at the end of the observation form.
To accommodate the diversity of pedagogical practices, extra criteria may be added to the form.
A copy of the both the Classroom Observation Form and the Teaching Self-Assessment will be
given to both the observer and the instructor.
Instructor: ___________________________________ Date: ________________________________
Course Code: ________________________________ Course Title: __________________________
Number of Students: __________________________ Observer: ____________________________
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Improvement
Exemplary
Advanced
Proficient
Observed
1. Variety and Pacing of Instruction
Needs
Not
Uses a variety of instructional methods
Allows adequate wait time when asking questions
Responds to wrong answers constructively
Draws non-participating students into activities/discussion
Prevents specific students from dominating activities/discussion
Asks probing questions when student answers are incomplete
Guides the direction of the discussion
Refrains from answering own questions
Uses active learning strategies (group work, paired discussions, polling)
Specifies how learning tasks will be evaluated (if appropriate)
Provides opportunities for students to practice what they have learned
Improvement
Exemplary
Advanced
Proficient
Observed
2. Organization
Needs
Not
Begins and ends class on time
Relates this and previous class(es), or provides students with opportunity to
do so
Provides and follows an outline for the class session
Has all necessary materials and equipment readily available
Uses effective transitions between class topics
Conveys the purpose of each class activity or assignment and allows
sufficient time to complete it
Completes the scheduled topics
Summarizes periodically throughout and at end of class or prompts
students to do so
Takes attendance
Improvement
Not observed
Exemplary
Advanced
Proficient
3. Presentation Skills
Needs
Communicates audibly and clearly
Establishes and maintains eye contact with students
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Varies pace and tone to keep students alert
Uses a presentation style that facilitates note-taking
Uses positive and appropriate humor
Incorporates various instructional supports (film, diagrams)
Handouts are easy to follow
Improvement
Not observed
Exemplary
Advanced
Proficient
4. Clarity
Needs
Notes and explains new terms or concepts
Elaborates or repeats complex information
Uses examples to explain content and draw student attention to key ideas
Relates new ideas to familiar concepts
Improvement
Exemplary
Advanced
Proficient
Observed
5. Content Knowledge
Needs
Not
Makes accurate statements according to discipline standards
Incorporates current research in the field
Cites authorities to support statements
Presents divergent viewpoints
Improvement
Exemplary
Advanced
Proficient
6. Lecturer – Student Interaction
Observed
Needs
Not
Attends to student comprehension, puzzlement, and behavior
Asks questions of students that challenge them to think more deeply
Invites and encourages student participation and comments
Incorporates student responses when appropriate
Encourages students to respond to their peers throughout the discussions
respectfully
Treats students with respect
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Improvement
Exemplary
Advanced
Proficient
Observed
7. Use of Technology
Needs
Not
Effectively incorporates a variety of instructional technologies to enhance
student learning (PPT, websites, YouTube, blogs, etc.)
Uses BB (Black Board) or Moodle to provide supplemental materials
What went well in this class?
What suggestions for improvement do you have?
Follow Up:
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