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Teaching Evaluation Tools

Teaching Development - Evaluation Tools

Self-Designed Form for Peer Observation of Instruction



  • 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


  • Uses instructional support effectively (e.g. overheads, media, etc.)
  • responds to changes in student attentiveness
  • uses a variety of spaces in the classroom from which to present material (i.e. does not "hide" behind the podium)
  • blackboard writing is large and legible
  • speech fillers, for example, "ok, 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 establishes and maintains eye contact with class
  • varies the pace to keep students alert
  • selects teaching methods appropriate for the content


  • encourages student contributions
  • solicits student feedback
  • requires student thought and participation
  • responds constructively to student opinions
  • knows and uses student names
  • does not embarrass students
  • responds to students as individuals
  • treats class members equitably
  • listens carefully to student comments and questions
  • tailors the course to respect student diversity (i.e. gender, age, learning style, culture, etc.)
  • recognizes when students do not understand
  • encourages mutual respect among students


  • responds to distractions effectively yet constructively
  • demonstrates content-competence responds confidently to student inquiries for additional information
  • uses authority in 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


  • 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/theories
  • explains difficult terms, concepts, or problems in more than one way
  • presents background of ideas and concepts
  • refers to pertinent facts and concepts from related fields
  • presents up-to-date developments in the field
  • presents a Christian perspective on the course content
  • respects the multicultural nature of the course content
  • relates assignments to course content
  • clearly organizes assignments
  • carefully explains assignments


  • encourages student questions, involvement, and debate
  • answers student 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: (labs, PE activities, etc.)

  • 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 the class session

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