Assessment: Hunter Library Teaching Observation & Evaluation

Participation in the teaching observation & evaluation is optional; however, if a librarian decides to have her or his teaching evaluated, the guidelines listed below should be followed to make it as uniform as possible for everyone.

The purpose of the teaching observation & evaluation is to improve faculty performance as well as to provide a formal document that can be included in a teaching portfolio. 

This document outlines the procedure for in-house observation and evaluation and has been accepted by Hunter Library Faculty on October, 2005.

Guidelines for the peer-evaluation

The Pre-Observation
The purpose of the pre-observation meeting is to inform the observer of what will be covered in the lesson, give the observer a copy of the lesson plan, and discuss issues or points to be covered during the observation & evaluation.

The pre-observation helps the observer to know what will be covered and will know the goals and objectives requested by the instructor.

The following is a list of suggested questions that the observer might ask the librarian:

Observation
The observer will have a standardized evaluation form to complete. Forms help standardize observations, making the evaluation reliable. It is best to read the entire form before the pre-observation meeting and discuss any concerns with the librarian.

It is also suggested that the observer take notes about what is taking place during the class, which will be useful during the post-observation.

The observer should be briefly introduced to the class, with a short explanation of what she/he will do.
Observers are not to ask questions or participate in activities during class; such behavior can detract from and invalidate the observation and evaluation.

The observer must remain in the classroom for the full class period.

The Post-Observation
The post-observation meeting should be scheduled within a week of the observation.

The observer will turn in the Teaching Evaluation Form and her/his notes to the librarian. The observer will need to provide constructive feedback.

Useful Feedback:
1. Is descriptive rather than judgmental. This helps prevent defensive responses.
2. Is specific rather than general.
3. Focus on behavior that the instructor can do something about.
5. Focus on "what" or "how" not "why".
6. Give clear feedback about improvement that can be generated by the teacher based on questions by the observer.
7. Is an opportunity to learn… for both!

After meeting with the observer, the librarian will write a one-page statement addressing how and what she/he will do to address the problem areas. This reflective statement will be attached to the Teaching Evaluation Form and used as a guide for improvements as well as a basis for future teaching observation & evaluations.

Hunter Library Teaching Evaluation Form

Name of the observer: ________________________________
Name of the librarian: ________________________________
Date of the lesson: ___________________               Where the lesson was held: __________________
Number of students in the class: ___________________
Course name:___________________________ Instructor for the course:__________________

Observation. Please fill out section 1-16 using the scale below. For questions 17-20 write as much information as you can. Use additional sheets if necessary.

1= Needs improvement        2= Low        3= Satisfactory        4= Excellent        N/A= Not Applicable

 

Rating (circle one)

Comments

1. Introduced Self

1    2     3     4    N/A

 

2. Voice was easily heard

1    2     3     4    N/A

 

3. Maintained eye contact

1    2     3     4    N/A

 

4. Speaking rate allowed note-taking

1    2     3     4    N/A

 

5. Equal attention to all learners

1    2     3     4    N/A

 

6. Chose appropriate vocabulary for learners

1    2     3     4    N/A

 

7. Used active, hands-on student learning.

1    2     3     4    N/A

 

8. Props complemented but did not distract from presentation

1    2     3     4    N/A

 

9. Set ground rules for participation/questioning

1    2     3     4    N/A

 

10. Stated purpose of instruction

1    2     3     4    N/A

 

11. Defined new terms/concepts

1    2     3     4    N/A

 

12. Presented examples for clarification

1    2     3     4    N/A

 

13. The librarian demonstrated depth of academic preparation, competency in the specialty area, and familiarity with library operations and services.

1    2     3     4    N/A

 

 

 

14. The librarian demonstrated currency in area.

1    2     3     4    N/A

 

 

15. The librarian presented and communicated information in a clear, well-organized and informative manner, using appropriate methods and materials.

1    2     3     4    N/A

 

16. The librarian treated everybody with respect and tolerance, demonstrating patience and a willingness to help when needed, and encouraging other’s participation and questions.

1    2     3     4    N/A

 

Questions for the Observer

17. The librarian provided me with sufficient information about the class and/or assignment.

 

 

 

18. How did the lesson involve students actively in the learning process?

 

 

 

19. What was particularly outstanding about the lesson?

 

 

 

20. What changes to the lesson would you suggest to the presenter?

 

 

 


For the librarian. After the post-observation meeting with the observer write one-page reflective statement addressing this question:  How will I address the problem areas?


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