This form has been developed for use in classroom evaluation of language classes at Penn. Copies of it are available from language coordinators, from the Language Advisory Committee, or from the various evaluation committees.



Language Classroom Observation Form

 

 

Pre-Observation Questions for the Instructor

(Please write your answers to the following questions and give them to the observer before class begins.)

 

1. What are your objectives for today's lesson?

2. How do the objectives for today's lesson relate to the goals of the course?

 

 

Post Observation Questions

1. To what extent did you achieve your objectives?

2. Is there any thing that you would have done differently?

 



Language Classroom Observation Form

Class: 覧覧覧覧覧 Section:覧覧覧覧

Instructor: 覧覧覧覧 # of students: 覧覧

Observer: 覧覧覧覧 Date: 覧覧覧覧

 

Rating Scale

4 - Outstanding; 3 - Good; 2 - Fair; 1 - Poor

 

A. PREPARATION

1. The instructor had a clearly discernible lesson plan. 4 3 2 1

2. There was an appropriate balance of structured and open-ended/communicative activities. 4 3 2 1

3. The exercises and activities were introduced in context. 4 3 2 1

4. The plan was geared toward real/authentic language use. 4 3 2 1

 

B. LANGUAGE USE

1. The instructor used the target-language in the classroom appropriately 4 3 2 1 / NA

and effectively.

2. Use of English was appropriate to student needs. 4 3 2 1 / NA

C. LESSON PRESENTATION

1. The lesson was presented effectively and clearly. 4 3 2 1

2. The activities/exercises chosen to achieve the objectives were effective. 4 3 2 1

3. There were smooth transitions between activities. 4 3 2 1

4. The time allotted for activities was appropriate. 4 3 2 1

5. The amount of teacher talk and student talk was appropriate. 4 3 2 1

6. The type and amount of teacher feedback was effective. 4 3 2 1

7. Cultural instruction was integrated into class activities. 4 3 2 1

 

D. CLASSROOM MANAGEMENT

1. The use of small groups/pair work during each activity 4 3 2 1

was appropriate.

2. The seating arrangement facilitated learning. 4 3 2 1

3. The use of audio-visual & tech materials was effective. 4 3 2 1

4. The instructor divided his or her attention among students appropriately. 4 3 2 1

5. Student participation was on task. 4 3 2 1

 

 

E. CLASSROOM ATMOSPHERE

1. Student participation was active and lively. 4 3 2 1

2. The class atmosphere was warm, open and accepting. 4 3 2 1

3. The instructor was sensitive to students' difficulties and abilities. 4 3 2 1

 

 

 

 

F. USE OF TECHNOLOGY

1. Use of technology (video, audio, web materials) was appropriate given the material being presented.. 4 3 2 1

2. Use of technology was particularly creative, i.e. it accomplished something that could not have been done as easily with other media. 4 3 2 1

3. Use of technology is limited in the classroom, but used appropriately outside the class (e.g. for email, drilling, background, etc.. 4 3 2 1

 

 

COMMENTS

 

 

STRENGTHS:

 

 

 

 

 

 

SUGGESTIONS FOR IMPROVEMENT:

 


FINAL NOTE:

The person doing the classroom observation may find it useful to communicate with teachers whose classes are being observed by email, especially in the case where teachers are part-timers, and are only at Penn a few hours a day. Thus the teacher can communicate the proposed goals of the class (`lesson plan') to the evaluator by email before the class, and after the session, tell the evaluator whether s/he was able to do in the class session what s/he had planned. Classroom evaluators are also advised to keep a time- log of what goes on in the class observed, as a way of keeping track of what happened.
haroldfs@ccat.sas.upenn.edu
last modified Feb. 25, 2001.