Research-based Evaluation Instrument of Teaching Performance

Focused on Learning Outcomes

(adopted from Itaas & Valdez, 2017)

Utilize this instrument to determine how your critique teacher applied the outcomes-
based education approach. Please be guided strictly with the following scale. Thank
you.

4 - Very Satisfactory (The approach is consistently and properly applied; lesson objectives
were attained to a great extent)

3 - Satisfactory (The approach is utilized in class; lesson objectives were attained to some extent)

2 - Unsatisfactory (The approach is utilized in class, however it seems not that fit to the learning
environment or level of maturity/learning preferences of the students; lesson objectives are
somewhat attained)

1 - Very Unsatisfactory/Needs Improvement (There is a great need for the approach,

however it is not utilized in class; or the approach is utilized but it is not managed properly
making the lesson vague and lesson objectives not attained)

NA - Not Applied (There is never an instance that the approach is applied)

FACTORS
Motivation for Learning and Lesson Presentation
 Applies motivational activities to activate interest on the lesson to be taught 4 3 2 1 NA
 Motivates students to participate in class through discussions and asking questions 4 3 2 1 NA
 Discusses lesson objectives 4 3 2 1 NA
 Explains main points in lectures and discussions 4 3 2 1 NA
 Recognizes students’ opinions and ideas 4 3 2 1 NA
 Relates prior knowledge to personal and social experiences 4 3 2 1 NA
 Explains ideas and concepts clearly and distinctly 4 3 2 1 NA
 Connects new lesson to previous lessons 4 3 2 1 NA
Management of Learning
 Values diversity among learners 4 3 2 1 NA
 Solves problems related to classroom situations 4 3 2 1 NA
 Demonstrates the knowledge of concepts presented in the lessons 4 3 2 1 NA
 Sorts questions clearly and concisely 4 3 2 1 NA
 Creates an atmosphere which actively encourages learning 4 3 2 1 NA
 Implements appropriate action when students appeared to be bored 4 3 2 1 NA
 Chooses strategies to maintain students’ attention 4 3 2 1 NA
 Demonstrates systematic classroom management 4 3 2 1 NA
 Generates possible topics for research and extension projects 4 3 2 1 NA
Innovativeness and Creativity
 Utilizes appropriately varied materials beyond the textbook 4 3 2 1 NA
 Uses appropriately visual and/or auditory materials 4 3 2 1 NA
 Establishes evidence of preparation and planning 4 3 2 1 NA
 Applies techniques appropriate to the lessons 4 3 2 1 NA
 Integrates thought-provoking questions effectively 4 3 2 1 NA
 Sets reasonable schedule for accomplishing classroom tasks 4 3 2 1 NA
Mastery of Subject Matter
 Demonstrates mastery of subject matter 4 3 2 1 NA
 Organizes lessons logically and sequentially 4 3 2 1 NA
 Integrates lessons with practical applications 4 3 2 1 NA
 Demonstrates the ability to localize classroom instruction 4 3 2 1 NA
 Establishes relationships among topics discussed in the lesson 4 3 2 1 NA
 Relates the mission, vision, core values and quality policy of the university 4 3 2 1 NA
 Uses the language for the subject effectively 4 3 2 1 NA
Assessment of Learning
 Asks clear and easily understood questions 4 3 2 1 NA
 Recognizes indication of student understanding 4 3 2 1 NA
 Analyzes and interprets students’ performance in the exams 4 3 2 1 NA
 Employs alternative (non-traditional) forms of assessment, such as 4 3 2 1 NA
journals, portfolio, reflection/reaction papers, projects, reports, etc.
 Administers formative and summative tests to determine whether lesson 4 3 2 1 NA
objectives are met
 Assesses students’ readiness for instruction 4 3 2 1 NA
 Rates students’ answers to test questions fairly 4 3 2 1 NA
 Asks questions using higher-order thinking skills 4 3 2 1 NA