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3D-Using Assessment in Instruction/3C-Engagement/3B-Questioning
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Observer:
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Last Name of Teacher Observed:
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Email Address of Teacher:
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Assessment and Feedback
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A variety of formative assessment and feedback, from both their teacher and their peers, is accurate, specific, and advances learning and is fully integrated into instruction.
Formative assessment is used regularly by teacher and/or student during the lesson through monitoring of learning progress and results in accurate, specific feedback that advances learning.
Feedback to students is general, students appear to be only partially aware of the assessment criteria used to evaluate their work, and few assess their own work.
There is little or no assessment or monitoring of student learning, feedback is absent, or of poor quality.
N/A
Assessment Criteria
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Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria.
Students appear to be aware of the assessment criteria; some of them engage in self-assessment.
Students appear to be only partially aware of the assessment criteria used to evaluate their work, and few assess their own work.
Students do not appear to be aware of the assessment criteria and do not engage in self-assessment.
N/A
Monitoring of Student Learning
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Bell Ringer
Self-evaluation/student reflection
Whiteboards
Pre-test
Exit slip
Clicker system
Individual student coaching
Thumbs up/down
Questioning
Other:
Required
Activities and Assignments
Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes.
The learning tasks and activities are aligned with instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding.
The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students, allowing most to be passive or merely compliant.
The learning tasks and activities, materials, resources, instructional groups and technology are poorly aligned with the instructional outcomes or require only rote responses.
Clear selection
Grouping of Students
Students are allowed to suggest modifications to the grouping patterns used.
There is a mix of different types of groupings, suitable to the lesson objectives.
The teacher uses different instructional groupings; these are partially successful in achieving the lesson objectives.
Only one type of instructional group is used (whole group, small groups) when variety would better serve the instructional purpose.
N/A
Clear selection
Pacing of Lesson
The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate their understanding.
The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.
The pacing of the lesson may not provide students the time needed to be intellectually engaged.
Few students are intellectually engaged or interested.
Clear selection
Quality of Questions
Teacher uses a variety or series of rigorous questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.
Although the teacher may use some low-level questions, he or she asks the students questions designed to promote thinking and understanding.
Teacher's questions lead students through a single path of inquiry, with answers seemingly determined in advance.
Teacher's questions of low cognitive challenge, require single correct responses, and are asked in rapid succession.
No questioning observed
N/A
Clear selection
Discussion Techniques
Students formulate many questions, initiate topics, and make unsolicited contributions.
Teacher creates a genuine (relevant) discussion among students, providing adequate time for students to respond and stepping aside when appropriate.
Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.
Interaction between teachers and students is predominantly recitation style, with the teacher mediating all questions and answers.
No discussion observed
N/A
Clear selection
Student Participation
Students themselves ensure that all voices are heard in the discussion.
Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.
A few students dominate the discussion.
No student discussion observed
N/A
Clear selection
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