Academic Evaluation Word Picture
NOTE: The following numbering system corresponds with the items listed in block 1 of the instructor evaluation record to facilitate referencing during evaluations.
The following criteria should be considered for each item prior to assigning a rating:
1. INSTRUCTOR REQUIREMENTS:
a. Physical Appearance—did the instructor dress in a professional manner?
b. Rapport with Students—did the instructor maintain a professional working and instructional relationship with the students? Was the instructor receptive to student feedback and questions?
c. Communicative Skills—did the instructor avoid distracting mannerisms, gestures, and movement? Effective verbal and nonverbal communication is necessary.
d. Condition of Training Area—were those things under the instructor’s control that may hinder the learning environment corrected, e.g., ventilation, noise, lighting, cleanliness, or temperature?
2. LESSON REQUIREMENTS:
a. Attention—did the instructor gain the students’ attention and focus their thoughts on the subject material?
b. Motivation—were the students provided specific reasons for needing to know the information? Did the instructor continue to provide positive reasons why the students should want to learn the lesson material? The conviction, intensity, and enthusiasm exhibited by the instructor may have a direct bearing on the quality of motivational appeals.
c. Overview—the overview must cover the lesson objectives. Were all demonstrations, student practices, and evaluations briefed at this time? If safety was a factor, was a brief explanation of potential safety problems given? During the guided discussion, a sound overview of key discussion topics and key points is essential. Facts may be taught during the overview in guided discussions.
d. Organization—did the instructor select an appropriate organizational pattern and present the lesson in a logical sequence? Was the syllabus time used effectively?
e. Transitions—were transitions used to move smoothly between various parts of the lesson. To be effective, the transition should reference the point just discussed, relate that point to the objective, and introduce the next point.
f. Questioning Techniques—did the instructor use questions to determine the students’ understanding, as well as stimulate interest in the lesson? Questions may develop the subject of the lesson. In a guided discussion, was the subject developed by asking questions that promoted student participation and generated discussion? Were follow-up questions used to guide lesson progression to meet lesson objectives? Questions should be posed properly, e.g., ask the question, and then identify the responder. Did the questions require more than a yes or no response and sample the knowledge of the group, not just a few individuals?
g. Demonstration—did the instructor accurately and clearly demonstrate the skill the first time (credibility and professionalism may suffer)? Was the skill demonstrated in the same sequence as explained and using the equipment the students will use? Did the instructor demonstrate the skill exactly the way the student is expected to practice it, including all safety procedures? Was the demonstration easily understood and visible to all students?
h. Evaluation Techniques—did the evaluation accurately measure the achievement of lesson requirements? Did the instructor give clear, complete instructions, to include performance standards, and if necessary, review task steps? Did the instructor ensure each student had the necessary supplies and equipment to perform the tasks?
i. Additional Instruction—did the instructor closely supervise student practice to correct deficiencies as they occurred? Were the students permitted to perform on their own, free from unnecessary interruptions or assistance? Advanced students are permitted to assist any students having difficulties; however, students are graded on their own merit.
j. Critique Process—did the instructor objectively provide constructive advice or guidance to help students raise their performance level? Individual and group critiques are encouraged and should be presented in a positive atmosphere.
k. Support Material—did the instructor present enough support material to satisfy lesson requirements? Did the instructor demonstrate a thorough knowledge of the subject? Were the information, explanations, and terminology accurate and oriented to the students’ knowledge level? Too much or too little support material can affect syllabus time.
l. Summary—the summary reviews important facts or aspects of the lesson. New information should not be presented unless it is necessary to clarify a previously taught point. In guided discussions, the summary should contain the main topics and their relationship to the objectives.
m. Remotivation—did this reinforce the students’ desire to retain the lesson subject and skills taught? Instructor dynamics are as important in remotivating as they were in motivating.
n. Closure—a statement releasing the student from the lesson. The instructor can transition into future units, use vocal inflection, quotations, or tasteful humor.
o. Training Aids—were training aids in good condition. Were they prepared, ready for use prior to instruction, and readily available? Did the instructor use training aids as a crutch to instruction? Did they reinforce lesson objectives? Was the actual equipment the student uses available and put away after the corresponding teaching point was made prior to student evaluation? The instructor is responsible for training aid quality and rated accordingly.
3. DEVELOPMENT OF OBJECTIVES—was enough information presented so there was no doubt unit objectives were fully met. Were required instructor demonstrations and student practices performed?
4. FOLLOWED DIRECTIVES—the instructor may use either an annotated instructor guide or a personally prepared lesson plan. Evaluate compliance with curriculum and operations manuals if they regulate the lesson subject.
5. SAFETY—were safety procedures emphasized during explanations and demonstrations, with strict monitoring of safety procedures during student practices?
6. SECURITY—all applicable security directives were followed.
7. USE OF TIME—did the instructor use time appropriately throughout the lesson to develop individual teaching points and to develop each lesson objective. The instructor wasn’t significantly over/under time. The instructor didn’t use an excessive amount of time explaining or clarifying teaching points. The lesson wasn’t short due to a lack of examples, support material, or clarification of teaching points.
NOTE: Block III on reverse side of academic evaluation form.
