TOMAS

OPPUS CAMPUS
San Isidro, Tomas Oppus, Southern Leyte
Contact No: 09486089319
Email: slsu_tomas_oppus@yahoo.com

Website: www.southernleytestateu.edu.ph


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Maj-Eng 300 Teaching and Assessment of Literature Studies

Recorded Demo-Teaching

Needs Not
Excellent Satisfactory Score and
Criteria Improvement Acceptable
5 4 comments
3 2
□ Topic is □ Topic is □ Topic is either □ Topic is not
suitable for suitable for not suitable suitable for
given amount given amount for given given amount
of time and of time and amount of of time and
Topic and level of level of time or level level of
related knowledge of knowledge of of knowledge knowledge of
objectives the audience the audience of the the audience.
□ Identified an □ Identified too audience. □ Specific
adequate many or too □ Identified too objectives
number of few relevant many or too were not
relevant and and few objectives identified.
measurable measurable which may not
objectives. objectives. be relevant or
measurable

□ Demonstration □ Demonstration □ Demonstration □ Demonstration

is framed in the is framed in is framed in is framed in
beginning with the beginning the beginning the beginning
explicit with explicit with explicit with a list of
reference to (a) reference to reference to topics that will
measurable (a) measurable some be covered in
objectives, (b) objectives, (b) objectives and the session.
relevant student general tasks general
Clarity and and (c) planned for activities
organization instructor the session planned for
of activities in the and (c) some the session.
demonstration session and associated □ The activities
associated formative do not seem
formative and/or relevant and
and/or summative no
summative assessments. assessments
assessments. □ The tasks or are indicated.
the
assessments
do not seem
relevant to the
objectives.

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 TOMAS OPPUS CAMPUS
San Isidro, Tomas Oppus, Southern Leyte
Contact No: 09486089319
Email: slsu_tomas_oppus@yahoo.com

Website: www.southernleytestateu.edu.ph


Excellence | Service | Leadership and Good Governance | Innovation | Social Responsibility | Integrity | Professionalism | Spirituality

□ Teaching □ Teaching □ Teaching
strategies and □ Teaching strategies or strategies and
assessments strategies and assessments assessments
were aligned to assessments methods were methods were
the objectives methods used not aligned to not aligned to
□ Students’ prior were the objectives. the objectives.
knowledge appropriate to □ Students’ □ Students’
levels were the objectives. prior prior
either assessed □ Students’ knowledge knowledge
explicitly or prior levels on the levels on the
assumptions knowledge topic were topic were not
were articulated levels on the assumed considered.
in topic were incorrectly. □ It was difficult
demonstration implicitly □ Transitions to follow the
framing. assumed between lesson.
□ Smooth correctly but different parts □ No activities
transitions not articulated of the lesson were used to
between in the were not clear. create
different parts beginning. □ Used a few interactivity.
of the lesson. □ Transitions activities to □ No
□ Used between some comprehensio
Teaching
appropriate different parts teacher/studen n checks.
methods activities to of the lesson t interaction
create were □ Very few
teacher/student somewhat comprehensio
and/or clear. n checks
student/student □ Used few mostly
interaction activities to targeting
□ Regular create lower order
comprehension teacher/studen thinking
checks ranging t and/or skills.
from low-level student/studen
recall to higher- t interaction
order thinking but did not
skills. rely on lecture
only
□ Regular
comprehensio
n checks
mostly
targeting
lower order
thinking
skills.

□ Provided □ Provided □ Provided very □ Did not

several some few provided any
opportunities opportunities opportunities opportunity
for students to for students to for students to for students to
Interaction formulate and formulate and formulate and formulate and
with Students ask questions ask questions ask questions ask questions
□ Paused to give □ Mostly paused □ Did not pause □ Did not ask
students time to to give for students to student
respond to students time respond to questions
questions to respond to questions. □ Was impatient
□ Affirmed questions □ Did not and eager to
student □ Affirmed acknowledge move on with
responses and student student the content
encouraged responses responses and
students who □ Was generally □ Was generally sometimes

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 TOMAS OPPUS CAMPUS
San Isidro, Tomas Oppus, Southern Leyte
Contact No: 09486089319
Email: slsu_tomas_oppus@yahoo.com

Website: www.southernleytestateu.edu.ph


Excellence | Service | Leadership and Good Governance | Innovation | Social Responsibility | Integrity | Professionalism | Spirituality

struggle to patient and respectful disrespectful
respond respectful while while
□ Was patient, while interacting interacting
used inclusive interacting with students. with students.
language, and with students.
modeled
respectful
written and oral
communication

□ Appropriate use □ Use of □ Use of □ Use of

of technology technology technology is technology is
that does not was somewhat poor with seems
distract from appropriate, several unnecessary
learning. with instances instances for this
□ The rationale where the where the session and
Use of for technology technology technology is can hinder
technology* use is clearly distracted a distraction to students
Indicate types discussed and from learning. learning. learning.
of technology integrated into □ The rationale □ The rationale □ The rationale
used: the goals of the for technology for technology for technology
class session use is merely use is not use is not
discussed at the mentioned at provided at provided at
beginning, and some point any time any time
the technology during the during the during the
is used demonstration demonstration demonstration
seamlessly. , but the and the and the
technology is technology is technology is
used not used used poorly.
seamlessly. seamlessly.

□ Clear and □ Mostly clear □ Somewhat □ Unclear

audible speech and audible clear and and/or
□ Assertive and speech, audible speech inaudible
confident □ Mostly □ Somewhat speech
□ Good eye- assertive and confident, but □ Not confident
Delivery and contact confident, may be or assertive
Presentation □ Noticeable □ Some eye- lacking □ Lacks
enthusiasm contact, assertiveness, enthusiasm
□ Good body □ Noticeable □ Somewhat □ Inappropriate
language enthusiasm enthusiastic attire
□ Attire □ Attire □ Attire not □ Poor body
appropriate for appropriate appropriate language.
the classroom for classroom, for classroom
□ Good body □ Poor body
language. language
TOTAL

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