Electronic Peer Review Form

Instructional Observation Form

This review is not intended to be used for evaluative purposes. It may not be used for hiring, promotion, or tenure decisions. It is for assessment purposes only and meant to serve as a guide in reflecting about teaching and learning.

NOTE: This is a "Checklist" form, not a scaled rating form. It asks reviewers to indicate the presence of teaching activities/behaviors already established as indicative of high quality teaching. This kind of form contrasts with scaled forms which, to ensure statistical reliability and validity, require that all reviewers agree, in advance, on the meaning of each score or level.

Question Title

* 1. Please enter all observation data here

Faculty being observed

Faculty performing the observation

Semester & Term (for ex., SP/21 - A)

Course Number / Title

Date of observation

Question Title

* 2. Content Knowledge: the faculty

	Yes	Did not observe	Not applicable
makes statements that are accurate according to the standards of the field	makes statements that are accurate according to the standards of the field Yes	makes statements that are accurate according to the standards of the field Did not observe	makes statements that are accurate according to the standards of the field Not applicable
incorporates current research in the field	incorporates current research in the field Yes	incorporates current research in the field Did not observe	incorporates current research in the field Not applicable
identifies sources, perspectives, and authorities in the field	identifies sources, perspectives, and authorities in the field Yes	identifies sources, perspectives, and authorities in the field Did not observe	identifies sources, perspectives, and authorities in the field Not applicable
identifies diverse sources, perspectives, and authorities in the field	identifies diverse sources, perspectives, and authorities in the field Yes	identifies diverse sources, perspectives, and authorities in the field Did not observe	identifies diverse sources, perspectives, and authorities in the field Not applicable
communicates the reasoning process behind operations and/or concepts	communicates the reasoning process behind operations and/or concepts Yes	communicates the reasoning process behind operations and/or concepts Did not observe	communicates the reasoning process behind operations and/or concepts Not applicable

Examples of faculty actions or behaviors that support the ratings above:

Question Title

* 3. Instructor-Student Rapport: the faculty

	Yes	Did not observe	Not applicable
attends respectfully to student comprehension or puzzlement	attends respectfully to student comprehension or puzzlement Yes	attends respectfully to student comprehension or puzzlement Did not observe	attends respectfully to student comprehension or puzzlement Not applicable
invites students’ participation and comments	invites students’ participation and comments Yes	invites students’ participation and comments Did not observe	invites students’ participation and comments Not applicable
treats students as individuals, e.g. uses students’ names	treats students as individuals, e.g. uses students’ names Yes	treats students as individuals, e.g. uses students’ names Did not observe	treats students as individuals, e.g. uses students’ names Not applicable
provides periodic feedback	provides periodic feedback Yes	provides periodic feedback Did not observe	provides periodic feedback Not applicable
incorporates student ideas into class	incorporates student ideas into class Yes	incorporates student ideas into class Did not observe	incorporates student ideas into class Not applicable
uses positive reinforcement (i.e. doesn’t punish or deliberately embarrass students in class)	uses positive reinforcement (i.e. doesn’t punish or deliberately embarrass students in class) Yes	uses positive reinforcement (i.e. doesn’t punish or deliberately embarrass students in class) Did not observe	uses positive reinforcement (i.e. doesn’t punish or deliberately embarrass students in class) Not applicable

Examples of faculty actions or behaviors that support the ratings above:

Question Title

* 4. Organization: the faculty

	Yes	Did not observe	Not applicable
arrives on time	arrives on time Yes	arrives on time Did not observe	arrives on time Not applicable
relates this and previous class(es), or provides students with an opportunity to do so	relates this and previous class(es), or provides students with an opportunity to do so Yes	relates this and previous class(es), or provides students with an opportunity to do so Did not observe	relates this and previous class(es), or provides students with an opportunity to do so Not applicable
provides class goals or objectives for the class session	provides class goals or objectives for the class session Yes	provides class goals or objectives for the class session Did not observe	provides class goals or objectives for the class session Not applicable
provides an outline or organization for the class session	provides an outline or organization for the class session Yes	provides an outline or organization for the class session Did not observe	provides an outline or organization for the class session Not applicable
knows how to use the educational technology needed for the class	knows how to use the educational technology needed for the class Yes	knows how to use the educational technology needed for the class Did not observe	knows how to use the educational technology needed for the class Not applicable
locates class materials as needed	locates class materials as needed Yes	locates class materials as needed Did not observe	locates class materials as needed Not applicable
makes transitional statements between class segments	makes transitional statements between class segments Yes	makes transitional statements between class segments Did not observe	makes transitional statements between class segments Not applicable
follows the stated structure	follows the stated structure Yes	follows the stated structure Did not observe	follows the stated structure Not applicable
conveys the purpose of each class activity or assignment	conveys the purpose of each class activity or assignment Yes	conveys the purpose of each class activity or assignment Did not observe	conveys the purpose of each class activity or assignment Not applicable
completes the scheduled topics	completes the scheduled topics Yes	completes the scheduled topics Did not observe	completes the scheduled topics Not applicable
summarizes periodically and at the end of class (or prompts students to do so)	summarizes periodically and at the end of class (or prompts students to do so) Yes	summarizes periodically and at the end of class (or prompts students to do so) Did not observe	summarizes periodically and at the end of class (or prompts students to do so) Not applicable

Examples of faculty actions or behaviors that support the ratings above:

Question Title

* 5. Variety and Pacing of Instruction: the faculty

	Yes	Did not observe	Not applicable
uses more than one form of instruction	uses more than one form of instruction Yes	uses more than one form of instruction Did not observe	uses more than one form of instruction Not applicable
pauses after asking questions	pauses after asking questions Yes	pauses after asking questions Did not observe	pauses after asking questions Not applicable
accepts students' responses	accepts students' responses Yes	accepts students' responses Did not observe	accepts students' responses Not applicable
draws non-participating students into activities/discussions	draws non-participating students into activities/discussions Yes	draws non-participating students into activities/discussions Did not observe	draws non-participating students into activities/discussions Not applicable
prevents specific students from dominating activities/discussions	prevents specific students from dominating activities/discussions Yes	prevents specific students from dominating activities/discussions Did not observe	prevents specific students from dominating activities/discussions Not applicable
helps students extend their responses	helps students extend their responses Yes	helps students extend their responses Did not observe	helps students extend their responses Not applicable
guides the direction of discussion	guides the direction of discussion Yes	guides the direction of discussion Did not observe	guides the direction of discussion Not applicable
mediates conflict or differences of opinion	mediates conflict or differences of opinion Yes	mediates conflict or differences of opinion Did not observe	mediates conflict or differences of opinion Not applicable
demonstrates active listening	demonstrates active listening Yes	demonstrates active listening Did not observe	demonstrates active listening Not applicable
provides explicit directions for active learning tasks (e.g. rationale, duration, product)	provides explicit directions for active learning tasks (e.g. rationale, duration, product) Yes	provides explicit directions for active learning tasks (e.g. rationale, duration, product) Did not observe	provides explicit directions for active learning tasks (e.g. rationale, duration, product) Not applicable
allows sufficient time to complete tasks such as group work	allows sufficient time to complete tasks such as group work Yes	allows sufficient time to complete tasks such as group work Did not observe	allows sufficient time to complete tasks such as group work Not applicable
specifies how learning tasks will be evaluated (if at all)	specifies how learning tasks will be evaluated (if at all) Yes	specifies how learning tasks will be evaluated (if at all) Did not observe	specifies how learning tasks will be evaluated (if at all) Not applicable
provides opportunities and time for students to practice	provides opportunities and time for students to practice Yes	provides opportunities and time for students to practice Did not observe	provides opportunities and time for students to practice Not applicable

Examples of faculty actions or behaviors that support the ratings above:

Question Title

* 6. Presentation Skills: the faculty

	Yes	Did not observe	Not applicable
is audible to all students	is audible to all students Yes	is audible to all students Did not observe	is audible to all students Not applicable
articulates words so that they are understandable to students, and/or visually represents words that might be difficult for students to hear	articulates words so that they are understandable to students, and/or visually represents words that might be difficult for students to hear Yes	articulates words so that they are understandable to students, and/or visually represents words that might be difficult for students to hear Did not observe	articulates words so that they are understandable to students, and/or visually represents words that might be difficult for students to hear Not applicable
varies the tone and pitch of voice for emphasis and interest	varies the tone and pitch of voice for emphasis and interest Yes	varies the tone and pitch of voice for emphasis and interest Did not observe	varies the tone and pitch of voice for emphasis and interest Not applicable
speaks at a pace that permits students to understand and take notes	speaks at a pace that permits students to understand and take notes Yes	speaks at a pace that permits students to understand and take notes Did not observe	speaks at a pace that permits students to understand and take notes Not applicable
establishes and maintains eye contact	establishes and maintains eye contact Yes	establishes and maintains eye contact Did not observe	establishes and maintains eye contact Not applicable
avoids over-reliance on reading content from notes, slides, or texts	avoids over-reliance on reading content from notes, slides, or texts Yes	avoids over-reliance on reading content from notes, slides, or texts Did not observe	avoids over-reliance on reading content from notes, slides, or texts Not applicable
avoids distracting mannerisms	avoids distracting mannerisms Yes	avoids distracting mannerisms Did not observe	avoids distracting mannerisms Not applicable
uses visual aids effectively (e.g. when appropriate to reinforce a concept, legible handwriting, readable slides)	uses visual aids effectively (e.g. when appropriate to reinforce a concept, legible handwriting, readable slides) Yes	uses visual aids effectively (e.g. when appropriate to reinforce a concept, legible handwriting, readable slides) Did not observe	uses visual aids effectively (e.g. when appropriate to reinforce a concept, legible handwriting, readable slides) Not applicable
effectively uses the classroom space	effectively uses the classroom space Yes	effectively uses the classroom space Did not observe	effectively uses the classroom space Not applicable

Examples of faculty actions or behaviors that support the ratings above:

Question Title

* 7. Clarity: the faculty

	Yes	Did not observe	Not applicable
notes new terms or concepts	notes new terms or concepts Yes	notes new terms or concepts Did not observe	notes new terms or concepts Not applicable
elaborates or repeats complex information	elaborates or repeats complex information Yes	elaborates or repeats complex information Did not observe	elaborates or repeats complex information Not applicable
uses examples to explain content	uses examples to explain content Yes	uses examples to explain content Did not observe	uses examples to explain content Not applicable
makes explicit statements drawing student attention to certain ideas	makes explicit statements drawing student attention to certain ideas Yes	makes explicit statements drawing student attention to certain ideas Did not observe	makes explicit statements drawing student attention to certain ideas Not applicable
pauses during explanations to ask and answer questions	pauses during explanations to ask and answer questions Yes	pauses during explanations to ask and answer questions Did not observe	pauses during explanations to ask and answer questions Not applicable

Examples of faculty actions or behaviors that support the ratings above:

Question Title

* 8. What went well in this class? Please be specific.

Question Title

* 9. What suggestions for improvement do you have? Please be specific.

Question Title

* 10. Additional comments:

Adapted 1/2006 from Chism, N.V.N. (1999) Chapter 6: Classroom Observation, Peer Review of Teaching: A Sourcebook. Bolton, MA: Anker Publishing, by Angela R. Linse, Executive Director, Schreyer Institute for Teaching Excellence, Penn State. If you further adapt this form, please include this source citation.