Page 32 - EDU_Programme_Handbook_2015

Teaching Observation Guide

PG Cert in ULT

Part A (Complete these descriptions of the session in the pre-meeting with the observee).

The questions are prompts rather than a prescriptive checklist and are not equally applicable

to all disciplines/situations

Observer Observer Date of Observation

Observation number of
Session title
Course/Module

Number of students Year(s) Department(s)

1. Broad purpose of session (and factors affecting this)

2. Intended learning outcomes (what will students be better able to do? For instance, with respect to
knowledge, skills, values?)

3. Notes (Background information, requests by the observee…)

Part B (Make these evaluations during the session, and review with the observee in the
follow-up meeting).

4. (Please ignore or circle as appropriate: 1 = unsatisfactory; 5 = exemplary). Where appropriate, comment on
ratings overpage.

Appropriateness of session purpose for course and level(s) of student 1..2..3..4..5

Appropriateness of intended learning outcomes? 1..2..3..4..5
Appropriateness of teaching/learning methods? 1..2..3..4..5

Quality of session structure (introduction and outline, sequence, signposts, summary)? 1..2..3..4..5

Quality of external links (with previous/future sessions, assessments, other courses, research)? 1..2..3..4..5

Quality of session content (relevance, level, currency, accuracy, use of examples, references)? 1..2..3..4..5
Audibility? 1..2..3..4..5

Personal expression (use of space, gesture, facial expression, eye contact with students)? 1..2..3..4..5

Use of audio-visual aids/information and communication technologies? 1..2..3..4..5
Quality of interaction with students? 1..2..3..4..5

Quality of student participation (answered tutor’s questions, asked tutor questions)? 1..2..3..4..5

Quality of peer interactions and discussion? 1..2..3..4..5
Overall alignment of the session with the intended learning outcomes? 1..2..3..4..5

5. Aspects for special comment (if requested in section 3).