EVALUATION OF TEACHING
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PRESENTER:
PRESENTATIO_N_
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DATE OF ACTIV ITY:
TEACHING MODALITY: @Lecture
Competency Outstanding Performance
5 4
Objectives
All objectives ~lear 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
rel iable information consistently
presented . Questions answered
consistently and appropriately
Organization
0
Organized , logical flow. Concise
discussion . All statements
interconnected. Major points
highlighted completely.
Delivery
Audible, good eQiation, rate, and
tone. Proper pronunciation and use of
terms. Poised , polished. Presentation
appears extemporaneous. Starts and
end on time.
Koehler & Sprunger
Last Updated July, 2010
.i_-~:_
k~_-_- _~--- _- _- _- _- _-_ -_- _~--- _-_ -_- _ _ _ __ _ _ _ _ _ _ _ __ _ _ __ _ _ _ _
TIME:
Qsmall Group Presentation
Meets Expectations
.0
Most obJectives are clear
and measurable. Little
overlap in objective action
verbs. Number of
objectives reasonable for
length of presentation.
Presentati~ostly level
appropriate. Many
applications highlighted .
Most information is
accurate and reliable.
Questions answered well.
. . ©f < •
MaJonty o presentation
flows logically. Most major
points highlighted.
@
Consistently audible, ~te
and tone are appropna e.
Few distractions. Handout
used as reference only.
EVALUATOR:
Needs Some
Improvement
3 2
Most oOves not
measurable and clear.
Objectives overlap in action
verbs. Number of objectives
somewhat inappropriate given
length of presentation.
Some contQs not level
appropriate. Applications not
consistently demonstrated or
highlighted Questions not
answered completely or
accurately.
Difficult to foQall thoughts.
Some ideas not well
interconnected. Major points
sparsely highlighted .
0
Some words lost to mumbling.
Rate and tone sometimes
slow/fast. Somewhat
rehearsed .
l of2
Q Small Group Facilitation
Needs Significant Unsatisfactory Not
Improvement Performance Observed
1
Majority ofQ.ctives not
0
No objectives defined
0
measurable or ill-defined. Little
difference in objective action
verbs. Number of objectives
inappropriate given length of
presentation.
Majority of cQt 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 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 any way.
hiQhliQhted.
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 skills by engaging in
va rious teaching activities.
Professionalism
. I
Effect1ve y© .
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.

May serve as a role model for

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

AV's are used which augment AV's somewhat augment AV's sometimes detracts from
0
f6Y\-t~:~ A V's are difficult to follow and AV's completely detract from

C
presentation. AV's are clear and presentation. AV's are presentation. Some typos or distracts listener. Many errors presentation. AV's are laden
Sf,1\ ~ l~tt\t without typographical or spelling errors . mostly clear and without spelling errors exist detected with errors or unable to be
)ltl'\\\ error. read .

COMMENTS:

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Last Updated July, 2010
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 Q)

EVALUATION OF TEACHING

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PRESENTATION TOPICffITLE: Pv D/--l<J4,t T5YUU!, mA ( I d ~ r;;c
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DATE OF ACTIVITY: 111 , I J.- 3
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TIME: ----------
EVALUATOR:

TEACHING MODALITY: ©Lecture Qsmall 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 ~lear and use Most objeQ are clear Most oQves not Majority ofQctives not
0
No objectives defined
0
measurable defined terms (e.g., list, and measurable . Little measurable and cl ear. measurable or ill-defined. Little
identify , contrast, compare). overlap in objective action Objectives overlap in action difference in objective action
Objectives encompass a variety of verbs. Number of verbs. Number of objectives verbs. Number of objectives
action verbs. Appropriate number of objectives reasonable for somewhat inappropriate given inappropriate given length of
objectives for length of presentation . length of presentation . length of presentation. presentation.
Content

Level appropriate~orporates clinical

O( other applications. Accurate and
reliable information consistently
presented . Questions answered
consistently and appropriately
Organ ization
.
0 rganized @fl ow. Conc1
, logical
discussion . All statements
interconnected. Major points
highlighted compl etely.
Delivery
Audible, good e~iation, rate, and
tone. Proper pronunciation and use of
terms. Poised, polished. Presentation
appears extemporaneous. Starts and
end on time.
I minutes late.
Koehler & Spnmger
Last Updated July, 2010
o·
Presentation mostly level Some contQs not level Majority of cQt is not level
0
Content 1s not 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 information communicated.
accurate and reliable. answered completely or completely or accurately Questions not addressed or
Questions answered well. accurately. answered with incorrect
information.
.se .. of .
MaJonty o presentation 0
01·tt·,cult to follow all 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.
hiohliohted.
0
Consistently audible, rate
0
Some words lost to mumbling.
. 0
Difficult to hear and pace.
0
Unable to hear or keep pace
0
and tone are appropriate. Rate and tone sometimes Words mispronounced. Pace with presentation. Distracting
Few distractions. Handout slow/fast. Somewhat difficult to follow. Presentation mannerisms. Presentation
used as reference only. rehea rsed. sounds rehearsed. Starts read from handout. Starts
and/or ends more than 3-5 and/or ends more than 5-10
minutes late.
l of2
 Teaching Skills
Able to con~y 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.
Aud iovisuals
AV's are us cl which augment
presentation. AV's are clear and
without typographical or spelling errors.
COMMENTS:
Koehler & 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.
A V's som etimes detracts from
presentation. Some typos or
spelling errors exist
➔ COh:t?in4 L(.
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.
A V's are difficult to follow and
distracts listener. Many errors
detected
-bo
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 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 .