UNIVERSITY OF NORTHEASTERN
PHILIPPINES
The School of Graduate Studies and
Research
Iriga City ED-204 SUPERVISION OF INSTRUCTION
Chapter 4 – Evaluation of Classroom
Instruction
JAN MILES K. MANAOG DR. JINA-LUZ Z. ALFELOR, Ph.d, Ed.D
Discussant Professor
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1. What is the main purpose of
evaluating classroom instruction?
A. To enhance the quality of B. To punish ineffective
teaching and learning teachers
C. To improve student
D. To reduce school expenses
behavior
CORRECT ANSWER
A. To enhance the
quality of
teaching and
learning
2. Which of the following is not a
common method used in evaluating
instruction?
A. Classroom observation B. Teacher gossip
C. Student feedback D. Lesson plan analysis
CORRECT ANSWER
B. Teacher gossip
3. Which tool is typically used during
classroom observations?
A. Achievement test B. Attendance record
C. Observation checklist or
D. Discipline logbook
COT
CORRECT ANSWER
C. Observation checklist or
COT
4. What role does student
performance data play in evaluating
instruction?
B. It determines teachers’
A. It shows student hobbies
salaries
C. It replaces the need for D. It provides evidence of
evaluation teaching effectiveness
CORRECT ANSWER
D. It provides evidence of
teaching effectiveness
EVALUATION OF
CLASSROOM
INSTRUCTION
Based on Chapter 4 –
Supervision of Instruction: The
Philippine Perspective
Presented by: Jan Miles K. Manaog
Introduction
Evaluation is essential in improving
the quality of teaching and learning.
It provides data for making
instructional decisions and
improving professional practice.
Purpose of Evaluation
Improve teaching effectiveness
Enhance student learning outcomes
Identify teachers' strengths and areas for
development
ART Vs. Science
Teaching as an art emphasizes the teacher’s personal
beliefs, values, and experiences, while the science
perspective sees teaching as a set of skills that can be
acquired. Both perspectives agree on the complexity of
classroom instruction.
Complexity of Evaluation
Evaluating classroom instruction is challenging
due to the interaction of variables such as
student, curriculum, teacher, and environment.
This complexity calls for thoughtful evaluation
processes.
Types of Evaluation
JAN MILES K. MANAOG(Presenter)
Formative Evaluation
-used to determine the effectiveness
of the delivery of instruction that will
serve as the basis for improvement
- benchmarking for professional
growth (Marczely, 2001)
Types of Evaluation
Summative Evaluation
- used for making administrative
decisions (promotion, hiring, merit
pay, grant of tenure, reassignment,
and even dismissal)
JAN MILES K. MANAOG(Presenter)
Why Do We Need To Evaluate
Classroom Instruction?
Evaluating classroom instruction is essential to ensure that the teaching
and learning process is effective, purposeful, and aligned with educational
goals. Here are the key reasons why evaluation is important:
✅ 1. To Improve Teaching
✅ 2. To Ensure Student Learning
✅ 3. For Teacher Development
✅ 4. To Guide Decision-Making
✅ 5. To Maintain Quality Education
Dimensions of Effective
Teaching
1. Hall (1998)
Knowledge and understanding of the subjects being taught;
Setting high expectations to challenge the learners;
Planning effectively;
Employing strategies that match not only the needs of the learner but also
the curricular objectives; and,
Managing the learners well to avoid disciplinary problems in the classroom.
2. Moore (1998) 3. Eggen and Kauchak (2001)
Reflective thinking Analyzing
Decision-making
Synthesizing
Planning
Evaluating
Communicating
Systematic Evaluation Problem-solving
A CONTINUUM MODEL OF
“ART AND SCIENCE” Reyes, 2002
1. Expert Teaching 2. Responsible
o Subject matter expertise
Teaching
o Learner-centered teaching
o Classroom management
expertise o Skills in developing students’
responsibility for learning
o Instructional expertise
o Skills in values integration
o Diagnostic expertise
o Rational expertise
A PYRAMIDAL MODEL OF TEACHING EXPERTISE IN
PHILIPPINE HIGHER EDUCATION
CATHERINE T. AÑANO (Presenter)
CATEGORIES FOR
EVALUATION
1. Content-related
2. Instruction-related
3. Climate-related
4. Classroom management-
related
Teaching Competencies
1. Communication skills
2. Knowledge of a variety of teaching strategies
3. Skills in planning and organizing
4. Mastery of subject matter
5. Skills in assessing the outcomes of learning
6. Skills in classroom management
7. Attitudes that foster learning
Teaching Competencies
1. Communication skills
Simonds (2001) argues that:
communication plays an important role in instruction
involves the use of verbal and non-verbal language to stimulate and
maintain student interest, as well as facilitate the teaching-learning
process
establish a climate conducive to learning
use to manage student behavior
tool for mediating, negotiating, and resolving conflicts in the
classroom
Teaching Competencies
1. Communication skills
Callahan and Clark (1988) maintain that the use of questions is one
of the most important teaching techniques. Thus, it is necessary for
teachers to develop good questioning techniques as an essential
communication tool. It enables the teacher to:
assess students’ progress
stimulates thinking
emphasize key points
motivates students to pay attention
Christenbury (2000) said that one vital aspect of communication is
listening.
Teaching Competencies
2. Knowledge of a variety of teaching strategies (Instructional Skills)
Instructional skills pertain to the ability of the teacher to use a repertoire of
instructional strategies that lead the students to be involved actively in
the learning process (Danielson and McGreal, 2000).
Instructional skills are demonstrated by competent teachers through:
the application of motivation and presentation strategies suited to the
topic and class level
use of appropriate instructional materials
selection of pacing of learning activities that sustains students’ interest
ease in explaining difficult concepts by using simple terms
the art of questioning
Teaching Competencies
3. Skills in planning and organizing (planning)
The organization of content, materials, and
methods of classroom instruction requires careful
planning.
4. Mastery of subject matter (content)
Teachers are expected to be expert on the subject
matter being taught
Teachers should be well-versed about the topic
under discussion
A common reminder to teachers is to make sure
that s/he is not only one chapter ahead of the
students but several books ahead, instead.
Teaching Competencies
4. Skills in assessing the outcomes of
learning (evaluation of learning)
The teacher can use the evaluation results to
determine whether the concepts and skills
emphasized during instruction were
understood or not.
Evaluation results can be used as bases for
improving instruction through further
clarification, additional explanation, or
sometimes re-teaching.
Teaching Competencies
5. Skills in classroom management
(classroom discipline)
According to Kounin instructional management
(California State University, Chico, 2005),
classroom management includes all of the
things a teacher does in pursuit of two
important objectives:
To foster student involvement and cooperation
in all classroom activities
To establish a productive working environment
in the classroom
Teaching Competencies
6. Attitudes that foster/promote learning
(personality)
Suggested attitudes and behaviors of the teachers
that promote learning, and create proper climate in the
classroom:
High expectations
Enthusiasm
Concern for children
Openness to student inquiry
Fairness
Humor
Sensitivity to the needs and concerns of students
Decisiveness
Guiding Principles of
Classroom
Observation
Good supervision involves reflection and discussion.
Use of observation tools helps improve teaching.
Observation requires factual description and interpretation.
Conclusions must be based on actual observed behavior.
Teachers and supervisors must collaborate on tools.
Evaluator bias can affect interpretations.
Observation is a trained skill.
Not all behaviors are observable.
Feedback is essential.
Multiple observations are necessary.
Types of Observation
(Cangelosi, 1991)
Structured Observation
Uses a checklist or tool with fixed focus
Often summative (e.g., promotion decisions)
Ecological Observation
Records all classroom events without pre-set focus
Uses video/audio; best for formative purposes
Ethnographic Observation
Narrative style; no predetermined focus
Useful for developing teacher programs
In-Class Rating Scale
Based on rubrics with high inference
Measures broad traits like "effectiveness"
Informal Observation
Unannounced walk-throughs
Builds teacher morale
Lenses of Observation (Borich,
1999)
Learning Climate
Physical & emotional support, class rules, student expectations
Classroom Management
Cleanliness, order, behavior, rule observance
Lesson Clarity
Clear instructions, logical flow, effective AV aids
Variety
Diverse methods (visual, auditory, kinesthetic); rewards & gestures
Task Orientation
Focused lessons; alignment to goals
Student Engagement
refers to how involved, interested, and focused
Student Success
achieving learning goals, improving performance, and
demonstrating understanding
Higher Thought Processes
involve skills beyond memorization, such as analyzing,
evaluating, creating, and applying knowledge in new
situations.
Takeaways
Observation is more than watching—it’s reflective
and structured.
Use the right type of observation based on your goal
(formative vs summative).
Observation lenses help pinpoint areas to improve.
Always consider bias, training, and feedback as key
to effective evaluation.
POST-TEST
1. What are the key criteria to consider when
evaluating classroom instruction?
2. Why is it important to use both formative and
summative evaluations in classroom instruction?
3. How can classroom observations contribute to
the effective evaluation of instruction?
4. What role does student performance data play
in evaluating instruction?
5. How can feedback from peers, supervisors, or
students improve instructional quality?
