Student Evaluations
The following are definitions of the categories presented on the teacher evaluation form. provided below the definitions is the actual form, and below the form are the average ratings of the students.
Motivation
Is the teacher sparking the students’ interests?
Stimulation
Is the teacher providing examples and work for the students that are not too easy and not too difficult? Are the examples interesting? Is the material getting the class thinking?
Definitions of New Terms
Is the teacher defining every new unknown term for the class? Are the definitions understandable?
Definitions of Symbols
If symbols are used, is the teacher defining the meanings of all symbols?
Organization of Content
Is the teacher presenting the material in a logical order?
Organization of Visual Representation
Is the material easy to read? Are examples overlapping one another?
Highlighting
Are different colors, boldface, or underlining used to highlight key terms, important examples, and important information?
Specific Examples
Are specific examples being used so that all different situations are addressed?
Real Application
Is the teacher able to present the material separate from their college-educated understanding to a more relevant, real-life situation?
Attention to Detail
Is the teacher making sure that all audio and visual representation makes sense? Are correct? Is everything labeled correctly?
Eye Contact
Is the teacher making eye contact with the students? Is the teacher paying attention to the entire class?
Student Inquiry/Inclusion/Participation
Is the teacher asking students questions? Is the teacher allowing students to ask questions? Is the teacher encouraging the class to participate?
Responsiveness/Feedback
Is the teacher responding to students’ questions? Is the feedback relevant? Is the response answering the question?
Control
Is the teacher maintaining control of the classroom, behaviorally and educationally?
Clarity
Is the teacher being clear with the students? Are the examples too general? Is the instruction too general? Is it clear what the teacher expects students to know?
Conciseness
Is every example complete? Is it clear how to perform the skills obtained from the material presented? Is the “path” clear?
Connections/Transitions
Did the lesson flow? Did the examples connect to one another? Did it make sense to learn some material before the rest?
Preparation
Did it seem that the teacher was well-prepared for the lesson?
Speed
How was the pace of the class? Did it go too fast? Did it go too slow? Was the speed consistent?
Use of Time
Was the time uses efficiently? Was a proper amount of time devoted to separate examples? Was time wasted on certain examples, and others were rushed through?
1= poor, 2 = needs improvement, 3 = ok, 4 = good, 5 = excellent
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Aspects |
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3 |
4 |
5 |
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Motivation |
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Stimulation |
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Definitions of New Terms |
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Definitions of Symbols |
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Organization of Content |
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Organization of Visual Representation |
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Highlighting |
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Specific Examples |
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Real Application |
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Attention to Detail |
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Eye Contact |
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Student Inquiry/Inclusion/Participation |
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Responsiveness/Feedback |
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Control |
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Clarity |
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Conciseness |
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Connections/Transitions |
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Preparation |
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Speed |
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Use of Time |
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Motivation: 3.53
Stimulation: 3.77
Definitions of New Terms: 4.17
Definitions of Symbols: 3.93
Organization of Content: 3.87
Organization of Visual Representation: 4.2
Highlighting: 3.83
Specific Examples: 4.57
Real Application: 3.6
Attention to Detail: 3.8
Eye Contact: 4.2
Student Inquiry/Inclusion/Participation: 4.33
Responsiveness/Feedback: 4.13
Control: 3.73
Clarity: 3.97
Conciseness: 4.03
Connections/Transitions: 3.97
Preparation: 4.57
Speed: 3.97
Use of Time: 4.27