The Observation Activity is central to the review process and much of the data generated in the process are gathered from this activity. There are several categories of observation, each with several possible sources of evidence. The reviewer and the instructor must agree on the specifics of the review, including the observation and subsequent instruments. Table 1 lists the Observation Activity categories, their characteristics, and possible sources of evidence for each category.
Table 1. Categories of Observation and Sources of Evidence (adapted from Chism, 1999)
Category
Characteristics
Sources of Evidence
Content Knowledge
Mastery/Accuracy
Appropriate Selection
Breadth of Knowledge
Tolerance of Diverse Points of View
Examples Given in Class
Responses to Questions
Classroom Observation Record
Course Design
Appropriate Challenge
Clarity of Goals and Objectives
Alignment with Curriculum
Syllabus
Stated Purpose of Lecture/Class Session
Teaching Methods
Worthwhile Activities
Variety of Approaches
Clarity and Organization
Effective Speaking Skills
Effective Student Interaction Skills
Accommodating of Disabilities
Classroom Observation Record (Appendix B1, B2)
Examination of Course materials
Examination of Student Ratings Scores
Student Communications
Accessibility to Students
Clarity
Responsiveness
Engagement
Tone of Syllabus
Responsiveness to Questions
Rapport with Students
Assessment
Appropriate Design of Tests and Assignments
Alignment of Assessment and Goals
High Level of Cognitive Challenge
Clear, Appropriate Grading Criteria
Construction of Assessment Materials
Use of Technology
Interactivity
Accessibility
Alignment with Course Goals
Special Contexts (online courses, service learning, study abroad)
Rapport with Patients/Clients
Quality of Relationship with Onsite Preceptor/Supervisor
Collaboration with Co-teacher
Context Specific Evidence
Recommended Guidelines
These guidelines are general to all Observation Activities:
The report/letter from the reviewer should ideally be submitted within two weeks of the follow-up meeting.
Decisions about how the letter should be shared (email, paper) and to whom (instructor, chair, etc.) should be discussed prior to the review. It is recommended that formative reviews be sent only to the instructor.
