EVALUATION OF TEACHING

Sandra Bai
PRESENTER: _________________________________________________________________
The Literature Publication Process
PRESENTATION TOPIC/TITLE: ____________________________________________________________________________________________________________
PHRM 84800/ 153 P2 students
AUDIENCE/COURSE: ____________________________________________________________________________________________________________________
9/26/16
DATE OF ACTIVITY: _____________________ 9:30-11:30 amEVALUATOR: _____________________________________________________
TIME: ___________________ Amy Sheehan
TEACHING MODALITY: Lecture Small Group Presentation Small Group Facilitation
Competency Outstanding Performance Meets Expectations Needs Some Needs Significant Unsatisfactory Not
5 4 Improvement Improvement Performance Observed
3 2 1
Objectives

All objectives are clear and use Most objectives are clear Most objectives not Majority of objectives not No objectives defined
measurable defined terms (e.g., list, and measurable. Little measurable and clear. measurable or ill-defined. Little
identify, contrast, compare). overlap in objective action Objectives overlap in action difference in objective action
Objectives encompass a variety of verbs. Number of verbs. Number of objectives verbs. Number of objectives
action verbs. Appropriate number of objectives reasonable for somewhat inappropriate given inappropriate given length of
objectives for length of presentation. length of presentation. length of presentation. presentation.
Content

Level appropriate. Incorporates clinical Presentation mostly level Some content is not level Majority of content is not level Content is not level
or other applications. Accurate and appropriate. Many appropriate. Applications not specific. Applications not appropriate. Applications
reliable information consistently applications highlighted. consistently demonstrated or demonstrated or highlighted. unclear. Inaccurate
presented. Questions answered Most information is highlighted Questions not Questions not answered information communicated.
consistently and appropriately accurate and reliable. answered completely or completely or accurately Questions not addressed or
Questions answered well. accurately. answered with incorrect
information.
Organization

Organized, logical flow. Concise Majority of presentation Difficult to follow all thoughts. Majority of content is difficult to Disorganized. Content does
discussion. All statements flows logically. Most major Some ideas not well follow. Facts presented with not flow in any logical manner.
interconnected. Major points points highlighted. interconnected. Major points little connections to topic or Major points are not evident in
highlighted completely. sparsely highlighted. objectives. Major points not any way.
highlighted.
Delivery

Audible, good enunciation, rate, and Consistently audible, rate Some words lost to mumbling. Difficult to hear and pace. Unable to hear or keep pace
tone. Proper pronunciation and use of and tone are appropriate. Rate and tone sometimes Words mispronounced. Pace with presentation. Distracting
terms. Poised, polished. Presentation Few distractions. Handout slow/fast. Somewhat difficult to follow. Presentation mannerisms. Presentation
appears extemporaneous. Starts and used as reference only. rehearsed. sounds rehearsed. Starts read from handout. Starts
end on time. and/or ends more than 3-5 and/or ends more than 5-10
minutes late. minutes late.
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 Teaching Skills
Able to consistently and clearly
communicate teaching points and instill
critical thinking in learners. Actively
works to improve skills by engaging in
various teaching activities.
Professionalism
May serve as a role model for
students. No deficiencies in
attendance, punctuality, or
dependability
Handout (Please
attach handout)
Handout is used to augment
presentation. Handout is clear and
without typographical or spelling errors.
Audiovisuals
AVs are used which augment
presentation. AVs are clear and
without typographical or spelling errors.
Effectively communicates Generally able to Frequently unable to effectively Consistently avoids teaching.
almost all material being communicate teaching point. teach. Creates more ambiguity Unable to communicate points
taught. Usually elicits Requires some assistance in the learner than without causing confusion.
critical thinking. Works to from preceptor. Rarely understanding. Does not seek Never focuses on critical
improve teaching skills. engages in teaching activities. out teaching opportunities. thinking skills. Does not seek
opportunities to improve skills.
Generally seen as an Occasional behaviors not Behavior is often inappropriate Behavior is disruptive or
appropriate role-model for consistent with expectations. and unprofessional. antagonistic. Unexcused
students. All behaviors are absences. Blatant disregard
appropriate. for professional attributes.
Handout somewhat Handout sometimes detracts Handout is difficult to follow and Handout completely detracts
augments presentation. from presentation. Some distracts listener. Many errors from presentation. Handout is
Handout is mostly clear typos or spelling errors exist. detected. laden with errors or is unable
and without error. to be read.
AVs somewhat augment AVs sometimes detracts from AVs are difficult to follow and AVs completely detract from
presentation. AVs are presentation. Some typos or distracts listener. Many errors presentation. AVs are laden
mostly clear and without spelling errors exist detected with errors or unable to be
error. read.

COMMENTS:
Stengths:
Great pace, very comfortable and confident presentation style. Great job waiting a sufficient amount of time for the students to
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respond to your questions and using effectively using pauses. I also thought that you did a good job repeating questions from
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students so that everyone could hear. Excellent examples
Specific suggestions for improvement:
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I.
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Last Updated July, 2010