Course Name 
Professor:
Title of Evaluation: 

Syllabus

Distributes syllabus during first class meeting
Clearly explains syllabus
Provides opportunities for students to ask questions about syllabus
Clearly answers questions about syllabus
Syllabus is well organized
Syllabus contains clear instructor contact information (e.g. office location and hours, phone and voicemail)
Adheres to policies stated in syllabus
Fairly administers policies stated in syllabus
Provides online copy of syllabus

Other:

Landmarking

Provides detailed course schedule with topics and chapters for each class meeting
Provides outline for each class session
Begins class with announcements of important events and deadlines
Begins class with reviews of material covered in last class
Previews material from upcoming lecture
Provides rationales for learning new concepts or skills
Provides clear learning goals or objectives
Clearly distinguishes between more important and less important topics
Rotates lecture material to text and handouts
Provides meaningful metaphors, analogies, and comparisons
Emphasizes key points
Repeats important information
Pauses when students need time to finish notes
Succinctly summarizes topics before moving on
Uses transition or "signaling" words (e.g., "therefore", "however")
Relates new information to previously learned information
Regularly stops to check for comprehension
Monitors student progress and adjusts pace of class accordingly
Reviews material from each major section before progressing
Clearly signals shifts in topic
Paces the class well
Signals digressions from topic
Terminates digressions from topic within reasonable time period
Lets students know how they might be tested over the material
Gives examples of exam questions will relate to concepts
Models good and poor answer to exam questions over topic
Reviews main points at end of class
Ends class with announcements of important events and deadlines
Other:

Presentation

Speaks clearly
Speaks loudly enough to be heard by all participants
Avoids monotone
Enunciates well
Facially expressive
Free from distracting physical mannerisms
Free from distracting speech mannerisms
Make effective use of a variety of gestures
Stands rather than sits
Moves around the room
Acts professionally
Projects enthusiasm toward subject matter
Projects enthusiasm toward students
Projects sympathetic and helpful attitude
Explains unfamiliar terms
Attempts to gain eye contact with all students
Use humor appropriately and effectively
Limits use of slang or uses it to make relevant points
Paraphrases ideas rather than just repeating them
Provides concrete examples of abstract ideas
Uses effective examples
Uses frequent examples
Monitors student boredom and takes action to mitigate boredom
Relates material to other topics or students' personal lives
Uses a variety of instructional modes (doesn't just lecture)
Other:

Study Skills

Instructs students how to study effectively
Instructs students how to take notes effectively
Monitors student notes and suggests improvements
Elicits reports of study behavior from students
Discusses student study behavior following each major assignment
Keeps class data relating study time/techniques to performance
Other:

Grading

Provides clear criteria for evaluation of student performance
Familiarizes students with grading scale
Familiarizes students with grading criteria
Uses a variety of evaluation criteria (not just exams)
Promptly provides students with grade after every major assignment
Regularly informs students of their overall average in the course
Other:

Testing

Gives a reasonable number of exams
Exams relate to course goals and learning objectives
Exams reflect material covered in class
Exams include class material not included in text
Writes and/or chooses good questions
Includes student-generated questions on exams
Gives study guides
Gives practice test(s)
Provides exam environment conductive to concentration
Provides clear instructions for exams
Provides dictionary during exams
Allows adequate time to complete exams
Enforces time limit on exam
Takes measures to prevent or minimize cheating on exams
Grades exams fairly
Curves exams fairly
Returns exam scores promptly
Reviews exams with students
Allows re-taking of tests
Allows students to drop lowest score
Allows students to replace lowest score
Refers students with failing scores to tutoring or remedial work
Other:

Extra Credit

Allows students to earn extra credit
Provides a variety of extra credit opportunities
Amount of extra credit is proportional to student time and effort
Gives credit for course-relevant experiences outside the classroom
Other:

Class Activities

Uses icebreakers during first few class sessions to help students become comfortable with each other
Uses class activities in addition to lecture
Activities relate to course goals and learning objectives
Uses a variety of class activities
Assigns interesting activities
Physically rearranges the class to facilitate class activities
Explains purpose of activities
Gives clear instructions for activities (including tasks, sequence, and time per task)
Checks to see if students understand instructions
Assigns locations for each group
Circulates to check progress, answer questions
Keeps students on task
Encourages collaboration
Facilitates rather than dominates group activity
Encourages less-participative class member to participate
Provides brief discussion period following class activities
Class activities are of proper length
Varies group size for different activities (ranging from pairs to groups of ten or more)
Uses a variety of methods for choosing group membership
Other:

Breaks

Monitors when students are in need of a break
Clearly communicates information about breaks
Gives breaks of proper length
Resumes class on time
Other:

Communication

    Class

Arrives early to interact with students
Stays after class to interact with students
Other:

    Office Hours

Holds regular office hours
Makes arrangements to meet with students who cannot attend office hours
Students feel welcome to attend office hours
Other:

    Computer Communication

Uses email
Checks email regularly
Replies to student emails promptly
Has class web site
Posts syllabus on web site
Posts class notes or outlines on web site
Posts learning objectives on web site
Posts links to class-related web sites
Uses computer bulletin board to communication with students
Uses computer chat rooms for virtual meetings with students
Other:

Questioning

Asks questions that are clear and easily-understood
Makes it clear to students what kind of responses are expected
Pauses after asking questions to give students chance to answer rather than answering him/herself
Attempts to call on as many students as possible
Makes eye contact with students when they ask or answer a question
Calls on students by name when directing questions to individual students
Calls on students who do not usually respond
Poses questions at varying cognitive levels
Adapts questions to the level of students' abilities
Asks multiple questions in logical sequences
Models thinking processes for students verbally
Uses Socratic questioning (repeated questions to lead students to correct answer)
Asks about the right number of questions per class session
Creates a class atmosphere where students feel comfortable answering questions
Appears genuinely interested in student's responses
Reinforces students for responding to questions
Expects or supports more than one "correct" answer
Is gracious when students answer incorrectly
Finds something to acknowledge even in incorrect answers
Helps lead students to correct answer if they answer incorrectly
Acknowledges students comments (e.g. with a nod or comment)
Builds on or extends student answers
Encourages students to further explain initial answer
Probes for clarification or extension of answers
Encourages students to explain reasoning behind answers
Encourages students to predict consequences or implications of courses of action
Seeks evidence for student claims
Lets students answer each other's questions
Encourages students to appropriately critique each other's thinking
Facilitates rather than dominates class discussion arising from questioning
Encourages and values reasonable disagreement
Creates a class atmosphere where students feel comfortable asking questions
Is knowledgeable--i.e., able to answer most student questions
Answers students questions clearly and concisely
Admits when he/she doesn't know the answer
Researches unanswered questions and reports answers to class
Other:

Technology

Uses chalkboard/whiteboard/flip chart effectively

Writes legibly on board
Doesn't face the board when speaking
Doesn't "patchwork" or "scramble" material on board
Erases board when it's nearly full
Other:

Uses transparency projector effectively

Projects transparencies large enough for everyone to see
Focuses transparencies
Writes legibly on transparencies
Uses transparencies from a variety of sources
Other:

Uses audio effectively

Audio segments are relevant to instructional objectives
Knows how to operate audio equipment
Previews audio segments for class
Stops audio for questions, comments, or discussions
Reviews important points from audio segments
Engages class in discussions about audio segments
Trains students to operate audio equipment (microphones, headphones, recorders)
Other:

Uses video effectively

Videos are relevant to instructional objectives
Knows how to operate video equipment
Previews videos for class
Stops videos for questions, comments, or discussions
Reviews important points from videos
Engages class in discussions about videos
Rarely shows videos for entire class period
Other:

Use of demonstration equipment

Uses demonstrations frequently in class
Knows how to operate demonstration equipment
Gives clear instructions for students' roles in demonstrations
Engages students in demonstrations
Allows practice time for skill development
Other:

Class Administration

Keeps current and accurate grading records
Keeps current and accurate attendance records
Other:

Student Conduct

Makes academic dishonesty policy clear to students
Makes rules for student conduct clear to students
Makes rules for class interactions clear to students
Makes rules for attendance clear to students
Communicates expectations clearly
Communicates high standards for student achievement
Outlines clear policy for violations of rules
Follows policy for violations of rules fairly and unilaterally
Does not show favoritism to "pet" students
Does not single out students for poor treatment
Does not allow a few students to frequently interrupt the learning of others
Applies course policies fairly and unilaterally

Other:

Instructor’s Personality
This instructor is:

Competent
Enthusiastic
Fair
Friendly
Humorous
Likable
Prepared
Interesting
Inspiring
Other:

Student Information

I had the necessary knowledge and skills required to start this course
I completed reading assignments before class.
I prepared adequately for major assignments in this class.
I arrived on time for class.
I listened carefully during class.
I asked questions whenever I failed to understand something.
I took good notes during class.
I participated in class discussion.
I participated in group activities.
I turned in assignments on time.
To prepare for exams, I asked and/or answered questions similar to those found on exams
Not counting study for exams, I studied about ___hours per week.
As a result of taking this course, my attitude toward the subject matter is more positive
I used email for class on a regular basis.
I visited the class web site regularly.
I used the class bulletin boards on a regular basis.
I used the class chat room on a regular basis.
I visited my instructor during office hours.
I am (male, female)
I am a (native English speaker, non-native English speaker)
I am a (Freshman, Sophomore, Junior, Senior, Graduate Student)
I was absent ____times during this course.
I earned a _____ for the (course, first exam, second exam, etc.)
My overall GPA is (below 1.5, 1.5-2.49, 2.5-2.99, 3.00-3.49, 3.50-4.00)
Other:

Course Goals and Learning Objectives
Clearly explains course goals
Distributes learning objectives
Class content is keyed to learning objectives
Exam (or other evaluation) items are keyed to learning objectives

Organization
Demonstrates knowledge of subjects matter
Lectures are logically organized
Information is logically sequenced
Chapters are logically sequenced
Distributes well-designed handouts

Assigned Work
Gives clear instructions for assigned work
Amount of assigned work is reasonable
Assigned work clearly related to course goals and learning objectives
Difficulty of assigned work is reasonable

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