EVALUATION OF TEACHING

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DATE OF ACTIVITY: TIME: -d-\Q:-0C,\_
TEACHING MODALITY: QLecture ~ mall Group Presentation Qsmall 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 objectives ~ lear and use Most objeQ are clear Most oQves not Majority ofQctives not No objecQ defined
0
measurable defined terms (e.g., list, and measurable . Little measurable and clear. 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 lencith of presentation . lencith of presentation . lencith of presentation. presentation.
Content

Level appropriate~rporates 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 appropriately accurate and reliable . answered completely or completely or accurately Questions not addressed or
Questions answered well. accurately. answered with incorrect
information.
Organization

Organized , ,§-flow. Concise

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

~
Delivery

Aud ible, 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.
Koehler & Sprunger I of 2
Last Updated July, 2010
Teaching Skills
Able to cons~ 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 use wti ch 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.
&
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
commu nicate 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 ca using 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.
Handout c~ely 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.