EVALUATION OF TEACHING
PRESENTER: ~ ~Y!\ (O{K.S. b~C,.
PRESENTATION TOPICffTTLE: ~b~ \~O\____,~O<...-..--='--- - - - - -- - -- - --
AUDIENCE/COURSE: u\\ta 'k-,s.,
kt--"\' t;)c-~trl
DATE OF ACTIVITY: q/t~ ( 2,-~
TEACHING MODALITY: _Q,ecture
Competency • Outstanding Performance
5 4
Objectives . 0 ..
.
All objectives are clear and use
measurable.defined term~ (e .g ., list,
identify, contrast, compare).
Objectives encompass a variety of
action verbs. Appropriate number of
obiectives for lenoth of presentation .
Content
Level appropriateQorporates clinical
or other applications. Accurate and
reliable information consistently
presented. Questions answered
consistently and appropriately
Organization
Organized, loQflow. Concise
discussion. All statements
interconnected . Major points
highlighted completely.
Delivery
Audible, good eQation, rate, and
tone. Proper pronunciation and use of
terms. Poised, polished . Presentation
appears extemporaneous. Starts and
end on time.
( ochlcr & Spnmgcr
..asc Updated July, 20 IO
s.
TIME: (,\~"'l\'-11"\
Omall Group Presentation
Meets Expectations
.· @ .
Most objectives are clear
and measurable. Little
overlap in objective action
verbs. Number of
objectives reasonable for
lenqth of presentation .
Presentati~ stly level
appropriate. Many
applications highlighted .
Most information is
accurate and reliable.
Questions answered well.
Majority o~ entation
flows logically. Most major
points highlighted.
Consisten~ dible, rate
Some words lost to mumbling.
and tone are appropriate.
Few distractions. Handout
used as reference only.
.\v* °' f,tw "~"
- - -- - - --
EVALUATOR:
Needs Some
Improvement
3 2
Most ogves not
measurable and clear ..
Objectives overlap in action
verbs. Number of objectives
somewhat inappropriate given
length of presentation .
Some conQ not level
appropriate. Applications not
consistently demonstrated or
highlighted Questions not
answered completely or
accurately.
0
Difficult to follow all thoughts.
Some ideas not well
interconnected. Major points
sparsely highlighted .
0
. .
Rate and tone sometimes
slow/fast. Somewhat
rehearsed.
.
(J(' ()A, ~C:. - y\.~~~
I of2 ~}'-1.r
- - - - -- - - - --
Qsmall Gr~up Facilitation
.. ..
Needs Significant Unsatisfactory Not
Improvement Performance Observed
1
0
Majority ofQctives not No objectives defined
0
measurable or ill-defined. Little • .
difference in objective action
verbs. Number of objectives
inappropriate given length of
presentation.
Majority of c Q t is not level ContenQot level 0
specific. Applications not appropriate . Applications
demonstrated or highlighted. unclear. Inaccurate
Questions not answered information communicated.
completely or accurately Questions not addressed or
answered with incorrect
information .
Majority of coQt is difficult to DisorganizeQontent does
0
follow. Facts presented with not flow in any logical manner.
little connections to topic or Major points are not evident in
objectives. Major points not anyway.
hiohliohted .
0
Difficult to hear and pace.
0
Unable to hear or keep pace
0
Words mispronounced. Pace with presentation . Distracting
difficult to follow. Presentation mannerisms . Presentation
sounds rehearsed . Starts read from handout. Starts
and/or ends more than 3-5 and/or ends more than 5-10
--. minutes late. minutes late.
Teaching Skills
Able to consiQly and clearly
communicate teaching points and instill
critical thinking in learners . Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
Effective! 0 unicates
almost all material being .,
taught. Usually elicits
critical thinking. Works to
improve teaching skills.
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
engages in teaching activities.
0
Frequently unable to effectively
teach. Creates more ambiguity
in the learner than
understanding . Does not seek
out teaching opportunities.
0
Consistently avoids teaching .
0
Unable to communicate points
without causing confusion .
Never focuses on critical
thinking skills. Does not seek
0 ortunities to im rove skills.

May serve a ole model for

students. No deficiencies in
attendance, punctuality, or
de endabilit
Handout (Please
attach handout)
Handout is to augment
presentation. Handout is clear and
without typographical or spelling errors .
Audiovisuals
AV's are used which augment
presentation. AV's are clear and
without typographical or spelling errors.
0
Generally seen as an
appropriate role-model for
students. All behaviors are
a ro riate.
Handout somewhat
augments presentation .
Handout is mostly clear
and without error.
AV's somewhat augment
presentation. AV's are
mostly clear and without
error.
Occasional behaviors not
consistent with expectations.
Handout sometimes detracts
from presentation. Some
typos or spelling errors exist.
AV's sometimes detracts from
presentation. Some typos or
spelling errors exist
0
Behavior is often inappropriate
and unprofessional.
0
Handout is difficult to follow and
distracts listener. Many errors
detected.
AV's are difficult to follow and
distracts listener. Many errors
detected
Behavior is disruptive or
antagonistic. Unexcused
absences . Blatant disregard
for rofessional attributes.
0
Handout completely detracts
from presentation. Handout is
laden with errors or is unable
to be read.
0
AV's completely detract from
presentation . AV's are laden
with errors or unable to be
read .

COMMENTS:

nvtt-
~

ement

':(ov'V- ~

Kochler & Sprunger 2 o(2

Lasr Updated July, 20 10
 EVALUATION OF TEACHING
PRESENTER: ~a,_ l"cvres {;are/4>--
PRESENTATIONTOPICff!TLE, .]2;;,./1,,e/es ~¥
AUDIENCE/COURSE:
DATE OF ACTIVITY: 1 -/3 - 2 .J TIME: EVALUATOR: -1-&--'<.L.(i:_'lA.lh.=""""""'"-----'~'--"'-IL'"'""""""~,_____ _ _ _ __ _

TEACHING MODALITY: QLecture Omall Group Presentation ~mall Group Facilitation

Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
/I 3 2 1
Objectives

All objective;~re clear and use

measurable de ed tenns (e .g., list,
identify, contrast, compare).
Objectives encompass a variety of
action verbs . Appropriate number of
objectives for length of presentation .
Content
0
Most objectives are clear
and measurable. Little
overlap in objective action
verbs. Number of
objectives reasonable for somewhat inappropriate given
length of presentation .
Most ogves not
measurable and clear.
Objectives overlap in action
verbs. Number of objectives
length of presentation.
Majority ofQctives not
0
No objectives defined
0
measurable or ill-defined. Little
difference in objective action
verbs . Number of objectives
inappropriate given length of
presentation.

Level appropriate~orporates clinical

or other applications. Accurate and
reliable infonnation consistently
presented . Questions answered
consistently and appropriately
Organization
0
Presentation mostly level Some conQs not level Majority of c Q t is not level ContenQot level
0
appropriate. Many appropriate. Applications not specific. Applications not appropriate. Applications
applications highlighted . consistently demonstrated or demonstrated or highlighted. unclear. Inaccurate
Most information is highlighted Questions not Questions not answered infonnation communicated.
accurate and reliable. answered completely or completely or accurately Questions not addressed or
Questions answered well. accurately. answered with incorrect
infonnation.

Organized , loiflow. Concise . . oo

discussion . All statements
interconnected. Major points
highlighted completely.
Delivery
MaJonty f -
presentation Difficult to foQall thoughts . Majority of coQt is difficult to DisorganizeQontent does
0
flows logically. Most major Some ideas not well follow. Facts presented with not flow in any logical manner.
points highlighted. interconnected. Major points little connections to topic or Major points are not evident in
sparsely highlighted . objectives. Major points not anyway.
hiQhliQhted.

Audible, good e~ation, rate, and

tone. Proper pronunciation and use of
tenns. Poised, polished . Presentation
appears extemporaneous . Starts and
end on time.
Kochler & Spn mgcr
Last Updated July. 2010
0
Consistently audible, rate
Some words lost to mumbling.
and tone are appropriate.
Few distractions. Handout
used as reference only.
0
. 0
Difficult to hear and pace.
0
Unable to hear or keep pace
0
Rate and tone sometimes Words mispronounced . Pace with presentation . Distracting
slow/fast. Somewhat difficult to follow. Presentation mannerisms . Presentation
rehearsed . sounds rehearsed . Starts read from handout. Starts
and/or ends more than 3-5 and/or ends more than 5-10
minutes late. minutes late.
I of2
Teaching Skills
Able to c o n ~ and clearly
communicate teaching points and instill
critical thinking in learners. Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
May serve a a role model for
students. No deficiencies in
attendance, punctuality, or
de endabilit
Handout (Please
attach handout)
Handout is u ed to augment
presentation. Handout is clear and
without typographical or spelling errors .
Audiovisuals
AV's are use which augment
presentation. AV's are clear and
without typographical or spelling errors .
COMMENTS:
~ :
~f::JEEa ~ t ; 2 ~ i , ~ ✓1 =::-a~
estions for i rovement·
Kochler & Sprunger
Last Updated July, 2010
0
Effectively communicates
almost all material being
taught. Usually elicits
critical thinking . Works to
improve teaching skills.
0
Generally seen as an
appropriate role-model for
students. All behaviors are
Handout somewhat
augments presentation .
Handout is mostly clear
and without error.
AV's somewhat augment
presentation. AV's are
mostly clear and without
error.
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
engages in teaching activities.
Occasional behaviors not
consistent with expectations.
Handout sometimes detracts
from presentation. Some
typos or spelling errors exist.
AV's sometimes detracts from
presentation. Some typos or
spelling errors exist
2 of2
0
Frequently unable to effectively
teach . Creates more ambiguity
in the learner than
understanding . Does not seek
out teaching opportunities.
0..
Behavior is often inappropriate
and unprofessional.
0
Handout is difficult to follow and
distracts listener. Many errors
detected.
AV's are difficult to follow and
distracts listener. Many errors
detected
0
Consistently avoids teaching.
0
Unable to communicate points
without causing confusion.
Never focuses on critical
thinking skills. Does not seek
0 ortunities to im rove skills.
Behavior is disruptive or
antagonistic. Unexcused
absences . Blatant disregard
for professional attributes.
0
Handout completely detracts
from presentation. Handout is
laden with errors or is unable
to be read.
0
AV's completely detract from
presentation . AV's are laden
with errors or unable to be
read .
 EVALUATION OF TEACHING
PRESENTER: _ k~ ,_t\
_1(_~_ __ 1_0_(_( .,e-=
. ,_ ~- -b_ c,._, _;:_C...,_,-----'D.\ ___ _ _ _ _ __
PRESENTATION TOPIC/TITLE: ---\,,,
DL......:....
,--'C\l,l.......~"'--Q.. .,__
_"1 '{>.,_,,>
...___ _ _ _ __ __ __ _ _ _ _ _ _ _ __ _ _ _ __ _ _ __ __ _

AUDIENCE/COURSE: M~ rA , c~ "' i Ohl o.d ~ ~

DATE OF ACTIVITY: <f - - - - - -- -
TIME: ---'-- EVALUATOR:

TEACHING MODALITY: @Lecture Omall Group Presentation Qsmall Group Facilitation

Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
3 2 1
Objectives

All objectives Qlear and use

®
Most objectives are clear
measurable defined terms (e.g ., list, and measurable. Little
identify, contrast, compare). overlap in objective action
Objectives encompass a variety of verbs. Number of
action verbs. Appropriate number of objectives reasonable for
objectives for lenqth of presentation . lenqth of presentation.
Content
Most ogves not
measurable and clear.
Objectives overlap in action
verbs. Number of objectives
somewhat inappropriate given
lenqth of presentation.
Majority ofQctives not • o d feimed
No ob1eclives
0
measurable or ill-defined . Little
difference in objective action
verbs. Number of objectives
inappropriate given length of
presentation.

Level appropriateQcorporates clinical

®
Presentation mostly level
or other applications. Accurate and appropriate. Many
reliable information consistently applications highlighted .
presented. Questions answered Most information is
consistently and appropriately accurate and reliable.
Questions answered well.
Organization
Some conQs not level
appropriate. Applications not
consistently demonstrated or
highlighted Questions not
answered completely or
accurately.
Majority of c Q t is not level
specific. Applications not
demonstrated or highlighted.
Questions not answered
completely or accurately
0
Content 1s not level 0
appropriate. Applications
unclear. Inaccurate
information communicated.
Questions not addressed or
answered with incorrect
information.

Organized, loQ,flow. Concise

. . @f .
MaJonty o presentation
discussion. All statements flows logically. Most major
interconnected . Major points points highlighted.
highlighted completely.
Delivery
0
Difficult to follow all thoughts.
Some ideas not well
interconnected. Major points
sparsely highlighted .
Majority of coQt is difficult to
follow. Facts presented with
little connections to topic or
objectives . Major points not
highlighted.
DisorganizeQontent does
0
not flow in any logical manner.
Major points are not evident in
anyway.

Audible, good eQation, rate, and

®
Consistently audible, rate
0
Some words lost to mumbling .
0
Difficult to hear and pace.
0
Unable to hear or keep pace
0
tone. Proper pronunciation and use of and tone are appropriate. Rate and tone sometimes Words mispronounced. Pace with presentation. Distracting
terms. Poised, polished. Presentation Few distractions. Handout slow/fast. Somewhat difficult to follow. Presentation mannerisms . Presentation
appears extemporaneous. Starts and used as reference only. rehearsed. sounds rehearsed. Starts read from handout. Starts
end on time. and/or ends more than 3-5 and/or ends more than 5-10
minutes late. minutes late.
Kochler & Spnmgcr I of 2
Last Updated July. 2010
Teaching Skills

Able to consiQly and clearly

communicate teaching points and instill
critical thinking in learners. Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
©
Effectively communicates
almost all material being
taught. Usually elicits
critical thinking. Works to
improve teaching skills. engages in teaching activities.
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
0
Frequently unable to effectively
teach. Creates more ambiguity
in the learner than
understanding . Does not seek
out teaching opportunities.
0
Consistently avoids teaching .
0
Unable to communicate points
without causing confusion.
Never focuses on critical
thinking skills. Does not seek
o ortunities to im rove skills.

May serve as a role model for

students. No deficiencies in
attendance, punctuality, or
dependabilit
Handout (Please
attach handout)
Handout is used to augment
presentation. Handout is clear and
without typographical or spelling errors .
Audiovisuals
AV's are used which augment
presentation. AV's are clear and
without typographical or spelling errors .
0
Generally seen as an Occasional behaviors not
0
Behavior is often inappropriate Behavior is disruptive or
appropriate role-model for consistent with expectations. and unprofessional. antagonistic. Unexcused
students. All behaviors are absences . Blatant disregard
for rofessional attributes.
Handout somewhat Handout sometimes detracts
0
Handout is difficult to follow and
0
Handout completely detracts
augments presentation. from presentation. Some distracts listener. Many errors from presentation. Handout is
Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and wit out error. to be read .
AV's somewhat augment AV's sometimes detracts from AV's are difficult to follow and
0
AV's completely detract from
presentation. AV's are presentation. Some typos or distracts listener. Many errors presentation. AV's are laden
mostly clear and without spelling errors exist detected with errors or unable to be
error. read .

COMMENTS:

Kochler & Sprunger 2 o(2

Last Updated Ju ly, 2010

PRESENTER: l':<16(0\., Torre 'S Gorc./o- , (?rormD
PRESENTATION TOPI C/TITLE: _ _D~ - '°~ 'b--=-.\--(~,
e ....
5 '---- - - - - - - - - --
AUDIENCE/COURS E: ~ C:f1 cl °'di CS
DATE OF ACTIVITY : C\ /\ 5 / 23
TEACHING MODALITY: @Lecture
Competency Outstanding Performance
5 4
Objectives
.. 0
All obJect1ves are clear and use
measurable defined terms (e .g ., list,
identify, contrast, compare).
Objectives encompass a variety of
action verbs . Appropriate number of
objectives for length of presentation .
Content
Level appropriateQorporates clinical
or other applications . Accurate and
reliable information consistently
presented . Questions answered
consistently and appropriately
Organization
. 0
Organized, logical flow. Concise
. @
discussion . All statements
interconnected . Major points
highlighted completely.
Delivery
O.
A u d I.b le, good enuncIatIon , rate, and
tone. Proper pronunciation and use of
terms . Poised , polished. Presentation
appears extemporaneous. Starts and
end on time.
Kochler & Spnmgcr
Last Updated July. 20 IO
EVALUATION OF TEACHING
- - - - - -- - --
TIME: C, - I l : \~0..1"\"\ EVA LUATOR: Oli vio.. earr<='-=t Pb?..rroD
Qsmall Group Presentation
Meets Expectations Needs Some
Improvement
3 2
0
Most objectives are clear Most ogves not
and measurable. Little measurable and clear.
overlap in objective action Objectives overlap in action
verbs. Number of verbs . Number of objectives
objectives reasonable for somewhat inappropriate given
lenQth of presentation. lenqth of presentation.
@
Presentation mostly level Some conQs not level
appropriate. Many appropriate. Applications not
applications highlighted . consistently demonstrated or
Most information is highlighted Questions not
accurate and reliable . answered completely or
Questions answered well. accurately.
Majority of presentation
.. 0
Difficult to follow all thoughts .
flows logically. Most major Some ideas not well
points highlighted. interconnected . Major points
sparsely highlighted .
©
Consistently audible, rate
0
Some words lost to mumbling .
and tone are appropriate . Rate and tone sometimes
Few distractions. Handout slow/fast. Somewhat
used as reference only. rehearsed .
I of 2
- -- -- - -- -- -
Q Small Group Facilitation
Needs Significant Unsatisfactory Not
Improvement Performance Observed
1
Majority ofQctives not
0
No objectives defined
@
measurable or ill-defined . Little
difference in objective action
verbs . Number of objectives
inappropriate given length of
presentation.
Majority of c Q t is not level
0
Content Is not level
0
specific. Applications not appropriate . Applications
demonstrated or highlighted. unclear. Inaccurate
Questions not answered information communicated.
completely or accurately Questions not addressed or
answered with incorrect
information .
Majority of coQt is difficult to Di sorganizeQontent does
0
follow. Facts presented with not flow in any logical manner.
little connections to topic or Major points are not evident in
objectives . Major points not any way.
highlighted.
0
Difficult to hear and pace.
0
Unable to hear or keep pace
0
Words mispronounced . Pace with presentation . Distracting
difficult to follow. Presentation mannerisms . Presentation
sounds rehearsed . Starts read from handout. Starts
and/or ends more than 3-5 and/or ends more than 5-10
minutes late. minutes late .
 Teaching Skills
0
Able to consistently and clearly
communicate teaching points and instill
critical thinking in learners, Actively
works to improve ski lls by engaging in
various teaching activities.
Professionalism
X,
May serve as a role model for
students. No deficiencies in
attendance, punctuality, or
de endabilit
Handout (Please
attach handout)
X.
Handout is used to augment
presentation. Handout is clear and
without typographical or spelling errors,
Audiovisuals
X
"'
AV's are used which augment
presentation. AV's are clear and
without typographical or spelling errors .
COMMENTS:
estions for im rovem.ent.
Kochler & Spru nger
Last Updated July. 2010
©
Effectively communicates
0 ,
Generally able to
0
Frequently unable to effectively
0
Consistently avoids teaching,
0
almost all material being commu nicate teaching point. teach, Creates more ambiguity Unable to communicate points
taught. Usually elicits Requires some assistance in the learner than without causing confusion ,
critical thinking, Works to from preceptor, Rarely understanding . Does not seek Never focuses on critical
improve teaching skills . engages in teaching activities. out teaching opportunities. thinking skills. Does not seek
0 ortunities to im rove skills.
0
Generally seen as an Occasional behaviors not
0
Behavior is often inappropriate Behavior is disruptive or
appropriate role-model for consistent with expectations. and unprofessional. antagonistic. Unexcused
students. All behaviors are absences . Blatant disregard
for professional attributes.
Handout somewhat Handout sometimes detracts
0
Handout is difficult to follow and
0
Handout completely detracts
augments presentation . from presentation. Some distracts listener. Many errors from presentation . Handout is
Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and without error. to be read .
AV's somewhat augment AV's sometimes detracts from AV's are difficult to follow and
0
AV's completely detract from
presentation. AV's are presentation. Some typos or distracts listener. Many errors presentation . AV's are laden
mostly clear and without spelling errors exist detected with errors or unable to be
error. read .
2 of 2
 EVALUATION OF TEACHING
PRESENTER: \l,;a__r~ L 6.crc5 b_o...c:-L; °'
J)~M ~a o O ~ ~
';f: ~esid• t>f /ful'':;'4/
PRESENTATION TOPICffITLE:
AUDIENCE/COURSE, :i
DATE OF ACTIVITY: _____13/~ TIME: '7: : : Wo.u., EVALUATOR:

TEACHING MODALITY: @Lecture Omall Group Presentation Qsmall Group Facilitation

Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
,,,- 3 2 1
Objectives

All objectives ~ a r and use

0
Most objectives are clear
measurable defined terms (e .g., list, and measurable. Little
identify, contrast, compare). overlap in objective action
Objectives encompass a variety of verlbs. Number of
action verlbs. Appropriate number of objectives reasonable for
objectives for length of presentation . lenqth of presentation.
Content
Most oOves not
measurable and clear.
Objectives overlap in action
verlbs. Number of objectives
somewhat inappropriate given
lenqth of presentation.
Majority ofQctives not No objecQ defined
0
measurable or ill-defined. Little
difference in objective action
verlbs. Number of objectives
inappropriate given length of
presentation.

Level appropriate~orates clinical PresentatiQostly level Some conQs not level Majority of c Q t is not level
0
Content Is not level
0
or other applications. Accurate and appropriate. Many appropriate. Applications not specific. Applications not appropriate. Applications
reliable information consistently applications highlighted. consistently demonstrated or demonstrated or highlighted . unclear. Inaccurate
presented. Questions answered Most information is highlighted Questions not Questions not answered information communicated.
consistently and a7ately accurate and reliable. answered completely or completely or accurately Questions not addressed or
Questions answered well. accurately. answered with incorrect
information.
Organization

Organized, lo~ow. Concise . ·1 o f·

discussion . All statements
interconnected. Major points
highlighted com/ly.
Delivery
MaJon .
y o presentation Difficult to foQII thoughts. Majority of coQI is difficult to DisorganizeQontent does
0
flows logically. Most major Some ideas not well follow. Facts presented with not flow in any logical manner.
points highlighted. interconnected . Major points little connections to topic or Major points are not evident in
sparsely highlighted. objectives. Major points not anyway.
highlighted.

Audible, good eQ:tion, rate, and
tone. Proper pronunciation and use of
terms. Poised , polished. Presentation
appears extemporaneous. Starts and
end on time.
Kochler & Sprunger
Last Updated f lily. 20 !O
ConsistenQdible, rate
and tone are appropriate.
Few distractions. Handout
used as reference only.
Some words Q o mumbling .
Rate and tone sometimes
slow/fast. Somewhat
rehearsed.
I of2
0
Difficult to hear and pace.
Words mispronounced. Pace
difficult to follow. Presentation
sounds rehearsed. Starts
and/or ends more than 3-5
minutes late.
0
Unable to hear or keep pace
0
with presentation . Distracting
mannerisms. Presentation
read from handout. Starts
and/or ends more than 5-10
minutes late.
Teaching Skills
Able to consistently and clearly
communicate teaching points and instill
critical thinking in learners. Actively
works to improve skills by engaging in
various teaching a ·vities.
Professionalism
May serve as a role model for
students. No deficiencies in
attendance, punctu Hty, or
de enda • t
Handout (Please
attach handout)
Handout is used to augment
presentation. Handout is clear and
without typographical or pelling errors .
Audiovisuals
AV's are used which augment
presentation. AV's are clear and
without typographical or spelling errors .
ecific suggestions for im rovement:
Kochler & Sprunger
Last Updated July, 2010
0
Effectively communicates
0
Generally able to
0
Frequently unable to effectively
0
Consistently avoids teaching.
0
almost all material being communicate teaching point. teach . Creates more ambiguity Unable to communicate points
taught. Usually elicits Requires some assistance in the learner than without causing confusion .
critical thinking. Works to from preceptor. Rarely understanding. Does not seek Never focuses on critical
improve teaching skills. engages in teaching activities. out teaching opportunities. thinking skills. Does not seek
0 ortunities to im rove skills.
0
Generally seen as an Occasional behaviors not
0
Behavior is often inappropriate Behavior is disruptive or
appropriate role-model for consistent with expectations. and unprofessional. antagonistic. Unexcused
students. All behaviors are absences. Blatant disregard
for rofessional attributes.
Handout somewhat Handout sometimes detracts
0
Handout is difficult to follow and
0 ,
Handout completely detracts
augments presentation . from presentation. Some distracts listener. Many errors from presentation. Handout is
Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and without error. to be read .
AV's somewhat augment AV's sometimes detracts from AV's are difficult to follow and
0
AV's completely detract from
presentation. AV's are presentation, Some typos or distracts listener. Many errors presentation . AV's are laden
mostly clear and without spelling errors exist detected with errors or unable to be
error, read ,
2 of2

,./, -;- /'
PRESENTER: ;t""t?Q4l. L()ll 0-
PRESENTATION TOPICrfITLE: ' R~
AUDIENCE/COURSE:
DATE OF ACTIVITY:
TEACHING MODALITY:
Competency Outstanding Performance
5 4
Objectives
All objectives Qlear and use
measurable defined terms (e.g., list,
identify, contrast, compare).
Objectives encompass a variety of
action verbs. Appropriate number of
objectives for length oypresentation .
Content
Level appropriate~orporates clinical
or other applications. Accurate and
reliable information consistently
presented . Questions answered
consistently and appropriately
Organization
Organized, loQflow. Concise
discussion. All statements
interconnected . Major points
highlighted com~y.
Delivery
Audible, good e~ation, rate, and
tone. Proper pronunciation and use of
terms. Poised, polished. Presentation
appears extemporaneous. Starts and
end on time.
Kochler & Spnmgcr
Lasr Updated July. 20IO
EVALUATION OF TEACHING
EVALUATOR:
Omall Group Presentation
Meets Expectations Needs Some
Improvement
/ 3
Most obje~re clear Most oOves not
and measurable. Little measurable and clear.
overlap in objective action Objectives overlap in action
verbs. Number of verbs. Number of objectives
objectives reasonable for somewhat inappropriate given
lenqth of presentation . lenqth of presentation .
PresentatiQostly level Some conQs not level
appropriate. Many appropriate. Applications not
applications highlighted. consistently demonstrated or
Most information is highlighted Questions not
accurate and reliable. answered completely or
Questions answered well. accurately.
/ information .
. ·ty oe,f
MaJon .
presentation
. 0
Difficult to follow all thoughts.
flows logically. Most major Some ideas not well
points highlighted. interconnected. Major points
sparsely highlighted.
ConsistenQdible, rate
0
Some words lost to mumbling .
. .
and tone are appropriate. Rate and tone sometimes
Few distractions. Handout slow/fast. Somewhat
used as reference only. rehearsed.
I of2
Q Small Group Facilitation
Needs Significant
Improvement
2 1
Majority ofQctives not
measurable or ill-defined. Little
difference in objective action
verbs. Number of objectives
inappropriate given length of
presentation.
Majority of c Q t is not level
specific. Applications not
demonstrated or highlighted.
Questions not answered
completely or accurately
Majority of coQt is difficult to
follow. Facts presented with
little connections to topic or
objectives. Major points not
highliqhted.
0
Difficult to hear and pace.
Words mispronounced. Pace
difficult to follow. Presentation
sounds rehearsed. Starts
and/or ends more than 3-5
minutes late.
Unsatisfactory Not
Performance Observed
0
No objectives defined
0
0
Content Is not level
0
appropriate. Applications
unclear. Inaccurate
information communicated.
Questions not addressed or
answered with incorrect
DisorganizeQontent does
0
not flow in any logical manner.
Major points are not evident in
anyway.
0
Unable to hear or keep pace
0
with presentation. Distracting
mannerisms. Presentation
read from handout. Starts
and/or ends more than 5-10
minutes late.
Teaching Skills
Able to consistently and clearly
communicate teaching points and instill
critical thinking in learners. Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
May serve as a role model for
students. No deficiencies in
attendance, punctuality, or
de endabilit
Handout (Please
attach handout)
Handout is used to augment
presentation. Handout is clear and
without typographical or spelling errors.
Audiovisuals
AV's are used which augment
presentation. AV's are clear and
without typographical or spelling errors.
COMMENTS:
estions for • vement
Kochler & Spnmgcr
Last Updated July, 2010
Effectively Qmunicates
almost all material being
taught. Usually elicits
critical thinking . Works to
improve teaching skills.
0
Generally seen as an
appropriate role-model for
students. All behaviors are
Handout somewhat
augments presentation .
Handout is mostly clear
and without err
AV's somewhat augment
presentation. AV's are
mostly clear and without
error.
0
Generally able to
communicate teaching point.
Requires some assistance
from preceptor. Rarely
engages in teaching activities.
Occasional behaviors not
consistent with expectations.
Handout sometimes detracts
from presentation. Some
typos or spelling errors exist.
AV's sometimes detracts from
presentation. Some typos or
spelling errors exist
2 of2
0
Frequently unable to effectively
teach. Creates more ambiguity
in the learner than
understanding. Does not seek
out teaching opportunities.
0
Behavior is often inappropriate
and unprofessional.
0
Handout is difficult to follow and
distracts listener. Many errors
detected.
AV's are difficult to follow and
distracts listener. Many errors
detected
ConsistentlyQds teaching.
0
Unable to communicate points
without causing confusion.
Never focuses on critical
thinking skills. Does not seek
0 ortunities to im rove skills.
Behavior is disruptive or
antagonistic. Unexcused
absences. Blatant disregard
for rofessional attributes.
0
Handout completely detracts
from presentation. Handout is
laden with errors or is unable
to be read.
0
AV's completely detract from
presentation. AV's are laden
with errors or unable to be
read.