Appendix
questionnaire
PhÇn 1: Anh (chÞ) vui lßng cho biÕt ý kiÕn cña m×nh vÒ c¸c tiªu chÝ ®¸nh gi¸ cña phiÕu dù giê gi¸o viªn ®ang ®îc sö dông trªn ®Þa bµn thµnh phè Hµ Néi. Anh chÞ khoanh trßn vµo ®¸p ¸n ®óng.
1. PhÇn néi dung (6®iÓm)
A. RÊt cô thÓ B. Cô thÓ C. Tr×u tîng D. RÊt tr×u tuîng
2. PhÇn ph¬ng ph¸p (4 diÓm)
A. RÊt cô thÓ B. Cô thÓ C. Tr×u tîng D. RÊt tr×u tîng
3. PhÇn Ph¬ng tiÖn (4 ®iÓm)
A. A. RÊt cô thÓ B. Cô thÓ C. Tr×u tîng D. RÊt tr×u tîng
4. PhÇn Tæ chøc (4 ®iÓm)
A. RÊt kh¸ch quan B. Kh¸ch quan C. Chñ quan D.RÊt chñ quan
5. PhÇn kÕt qu¶ (2 ®iÓm)
A. RÊt kh¸ch quan B. Kh¸ch quan C. Chñ quan D.RÊt chñ quan
PhÇn 2: NhËn xÐt vÒ tiªu chÝ ®¸nh gi¸.
1. C¸c tiªu chÝ ®¸nh gi¸ khuyÕn khÝch ®îc gi¸o viªn ®æi míi ph¬ng ph¸p gi¶ng d¹y
A. RÊt ®ång ý B.§ång ý C. Kh«ng ®ång ý D. RÊt kh«ng ®ång ý
2. C¸c tiªu chÝ ®¸nh gi¸ rÊt râ rµng mang tÝnh kh¸ch quan cao.
A. RÊt ®ång ý B.§ång ý C. Kh«ng ®ång ý D. RÊt kh«ng ®ång ý
3. Sè ®iÓm gi÷a c¸c phÇn cña 5 tiªu chÝ ®¸nh gi¸ rÊt c©n ®èi.
A. RÊt ®ång ý B.§ång ý C. Kh«ng ®ång ý D. RÊt kh«ng ®ång ý
4. TÝnh kh¸ch quan trong viÖc ®¸nh gi¸ giê d¹y cña gi¸o viªn th«ng qua 2 ngêi dù giê
A. RÊt kh¸ch quan B. Kh¸ch quan C. Chñ quan D.RÊt chñ quan
PhÇn 3: ý kiÕn ®ãng gãp cho b¶n ®¸nh gi¸.
1. Anh (chÞ) cho biÕt 3 ®iÓm m¹nh cña c¸c tiªu chÝ ®¸nh gi¸ gi¸o viªn
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2. 1. Anh (chÞ) cho biÕt 3 ®iÓm yÕu cña c¸c tiªu chÝ ®¸nh gi¸ gi¸o viªn
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3. Theo anh (chÞ) ®Ó ®¸nh gi¸ chÝnh x¸c vµ khuyÕn khÝch gi¸o viªn ®æi míi ph¬ng ph¸p, cÇn cã nh÷ng c¶i tiÕn g× trong c¸c tiªu chÝ ®¸nh gi¸
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4. Theo anh (chÞ) cã cÇn ®a thªm tiªu chÝ ®¸nh gi¸ nµo n÷a kh«ng? Cã cÇn thay ®æi biÓu ®iÓm cña tiªu chÝ ®¸nh gi¸ nµo kh«ng?
Anh (chÞ) vui lßng ghi thªm vµo.
Date Month Year 200
TEACHING ASSESSMENT SHEET
Teacher :………………………. Class :……… School: …………………………
Subject :…………………………Lesson: …........................................................……
Observer: …………………………Title : ……………………………
ANALYSIS OF ASSESSMENT
Content (6 points)
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Precise and scientific (the science of the subject and political attitudes; viewpoints) (2 points)
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Systematic, adequate, focused (2 points)
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Reality related (if yes), educational (2 points)
Methods (4 points)
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Use of appropriate methods to the subject, the teaching content and the lesson to be taught. (2 points)
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Good combination of methods in all teaching and learning activities (2 points)
Facilities (4 points)
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Good combination of teaching facilities and equipment well and adequately with the content of the lesson. (2 points)
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Reasonable board presentation, clear handwriting and drawings, clear and standard speech; adequate lesson plan. (2 points)
Planning (4 points)
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Flexible organization of all stages and processes, reasonable time distribution in all stages and processes. (2 points)
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Organization and control of positive and active learning of students, appropriate for the content of the lesson and all students, good motivation of students’ learning. (2 points)
Results (2 points)
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Most students understand and master the focus of the lesson; how to apply the knowledge into real situations. (2 points)
LESSON RANKING: OBSERVER
(signature)
Good: From 17-20 points; criteria 1,4,6,9 must get 2 points
Fair: From 13-16,5 points; criteria 1,4, 9 must get 2 points
Average: From 10-12,5 points; criteria 1,4 must get 2 points
Weak: Total points are 10 points
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SCORE
TOTAL
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British Council – English Language Teacher Training
(1998-2003) - Director: Psyche Kennett
Observation sheet
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Teacher’s name:
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Observer’s initials:
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School/ venue:
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Date: Time:
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Grade: Number of students:
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Aim:
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Before the lesson – preparation
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Clarity, usefulness and understanding of the lesson plan
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excellent
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very good
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good
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average
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poor
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- The plan is easy to understand and follow
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- the objectives are clear and achievable
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- there is an awareness of student problems
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- the teacher understands and can explain the plan
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- the lesson plan shows a good understanding of the methodology
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During the lesson – teaching and learning
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Teaching the lesson
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excellent
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very good
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good
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average
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poor
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- The teacher starts the lesson clearly
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- The teacher uses the lesson plan appropriately
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- The teacher uses a good balance of English and Vietnamese
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- There are clear stages to the lesson
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- the activities used are successful
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- the timing of the activities is appropriate
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- there is a variety of activities
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- the teacher uses a variety of media e.g. blackboard, other visuals etc.
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- the teacher uses a variety of questioning strategies
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- the teacher uses several techniques to deal with errors
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Management and control of the class
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excellent
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very good
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good
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average
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poor
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- instructions are clear and understood
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- the teacher monitors the class
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- the teacher responds to students
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- the teacher’s voice level is loud enough
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-The teacher maintains eye contact with the class.
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- the teacher uses a variety of work arrangements.
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- the teacher elicits from the students
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Student learning and involvement
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excellent
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very good
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good
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average
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poor
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- the teacher establishes a rapport with the students
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- the teacher involves the students and keeps them interested
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- There is a good balance of teacher talking time and student talking time
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- the teacher encourages and praises
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- the teacher considers the feelings of the students
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Teacher’s manner and use of English
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excellent
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very good
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good
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average
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poor
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- The teacher seems relaxed and confident
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- The teacher establishes and rapport with the students
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- the teacher is flexible/ adaptable
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- the teacher’s English is a good model
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- the teacher can use English naturally e.g. can answer students’ (unexpected) questions
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After the lesson-teacher’s awareness and feedback from others
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Teacher’s own assessment of the lesson
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Things I’d do different next time
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Comments from the trainer
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Good points
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Enter grades in boxes
- Grade: 5=Excellent 4=very good 3=good 2=average 1=poor
Final grade:
Teacher Observation and Evaluation Criteria
Criterion 1. Instructional Skills- The teacher demonstrates, in his or her performance, a competent level of knowledge and skill in designing and conducting an instructional experience.
Indicators:
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Writes and teaches to clear objectives – Utilizes principles of learning – Provides a variety of instructional experiences.
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Uses appropriate instructional strategies for students, subject, and goals – Monitors ongoing performances to adjust lessons.
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Uses District goals and guide effectively – Demonstrates creativity in the teaching process.
Criterion II. Classroom management and organization – The teacher demonstrates, in his or her performance, a competent level of knowledge and skill in organizing the physical and human elements in the educational setting.
Indicators:
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Provides aclassroom climate conductive to learning
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Provides a model in demeanor and appearance that does not detract from teaching effectiveness.
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Assess individual differences, provides appropriate student grouping and uses appropriate instructional resources to meet individual needs.
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Involves students in planning and evaluating their own work where appropriate
Criterion III. Student discipline and attendant problems – The teacher demonstrates the ability to manage the non-instructional human dynamics in the educational setting.
Indicators:
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Communicates clearly established parameters - Recognizes conditions that lead to problems – Assist students toward self-discipline
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Responds reasonably to discipline problems – Effectvely utilizes the assistance of administrators or support personnel
Criterion IV. Knowledge or suject matter – The teacher demonstrates a depth and breadth of knowledge of theory and content in general education and subject matters specialization(s) appropriate to the grade level.
Indicators:
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Gives evidence of subject matter competency in area(s) to be taught
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Recognizes the relationship between one’s subject matter field and other disciplines or subjects
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Keeps abreast of new developments in the subject matter area.
Criterion V. Interest in teaching pupils – The teacher demonstrates an understanding of and commiment to each pupil , taking into account each individual’s unique background and characteristics. The teacher demonstrates enthusiasm for or enjoyment in work with pupils.
Indicators:
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Plans educational experiences based on student unique background and characteristics
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Enjoys working with students
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Provide prompt, meaningful communication among parents
Criterion VI. Preparation and scholaship – The teacher exhibits, in his or her performance, evidence of having a theoretical background and knowledge of the principles and methods of teaching and commitment to education as profession.
Indicators:
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Keeps abreast of current and effective emerging principles of teaching
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Contributes to school and professionalism
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Maintains professional rapport with colleagues, parents, and community
Criterion VII. Effort toward improvement when needed – The teacher demonstrates an awareness of his or her limitations and strengths and demonstrates continued professional growth.
Indicators:
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Participates in Career Development
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Utilizes self-evaluation as a tool for professional growth
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Responds constructively to recommendations
Criterion VIII. Assi\umes responsibility for district, guilding, and classroom obligations
Indicators:
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Classroom obligations
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School Obligations
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District Obligations
http://www.utexas.edu/academic/cte/sourcebook/form3.pdf
section 9. Evaluating and Document Teaching
Teacher Evaluation Form
Teacher’s Name:______________________ Date:______________________
Directions: CircleY (yes) if the statement is always or usually true.
Circle N (no) if the statement is never or seldom true.
In multiple choice statement, check (v) the appropriate space.
1. The objectives for this lesson were clear to me
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Y
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N
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2. This teacher speaks clearly
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3. This teacher explains things clearly
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4. This teacher is stimulating and interesting to listen to
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5. The material presented was well organized
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6. This teacher assumes the students know more than they actually do
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7. This teacher seems to understand the subject matter
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8. This teacher encourages participation
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9. This teacher’s explanations are
A. _____ too technical
B. _____ too simplified
C. _____ satisfactory
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10. Time spent on lecturing:
A. _____ too much
B. _____ too little
C. _____ satisfactory
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11. The class (under this teacher) was paced:
A. _____ too fast
B. _____ too slow
C. _____ satisfactory
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Overall Evaluation:
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Outstanding features of this teacher’s teaching:
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Weakness in this teacher’s teaching:
Suggestions for improvement:
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