PSED 346 Student Teacher Evaluation Form (Science)

Section I. Complete this section during the lesson.

Questioning: Count the number of questions asked and answers given during the lesson

.	Questions		Answers
.	lower-order admin, clarification, etc.	higher-order	lower-order 1-word, recall, terms, etc.	higher-order
students	.	.	.	.
teacher	.	.	.	.

For each area, write down any pertinent comments:

Presentation Style:

Presence of Science Inquiry:

Science Validity:

Safety:

Relation between topic and students:

Adaptation to learner differences:

Use of Materials and ideas:

Section II. Complete this section just after the lesson.

Apparent objective/purpose of the lesson:

Questioning

1. Did the student teacher answer every quetsion (i.e., was the teacher the source of all knowledge)? yes / NO
2. Did the student teacher provide enough wait time after asking a question before moving on? YES / no
3. Did the student teacher guide, rather than lead, the discussions? YES / no
4. Did the student teacher automatically respond to every answer with a “right”, “exactly”, etc.? yes / NO

Presentation Style

Category	Very weak	Lacking	Adequate	Good	Excellent
Enthusiasm	Presentation is dry, monotonic and devoid of enthusiasm	Presenter is interested in subject matter but seems tired or speaks in a dry manner	.	Presenter’s enthusiasm is apparent and geniune;	enthusiasm rubs off on students
Clarity	Unintelligible, uses unknown terminology, or sentence structure that is hard to follow	Uses similar phrases over and over again; introduces too many new terms	.	Terminology and speech is clear and intelligible; everything is understood	.

Presence of Science Inquiry

Category	Very weak	Lacking	Adequate	Good	Excellent
Student Involvement	Students were passive observers; never required to do any thinking	.	Students were asking questions and thinking about the content	.	Students were involved in thinking and doing science, e.g., observing, questioning, etc.
Science Process	Lesson focused on regurgitation of science facts and figures for no apparent reason	.	Lesson encouraged the development of science process skills, the comprehension of science concepts or the application of science knowledge to real-world phenomena	students were asked to interpret findings, observations and/or measurements, and/or make judgements based on evidence	Lesson developed science process skills, science concept comprehension and the applications

Science Validity

Category	Very weak	Lacking	Adequate	Good	Excellent
.	Terms mis-used and/or facts incorrect	.	some possibly ambiguous statements but shouldn’t lead to major difficulty or misconception	All science content was valid	Excellent choice of examples and explanations appropriate for the subject matter

Safety

Category	Very weak	Lacking	Adequate	Good	Excellent
.	total disregard for safety	neglected to identify possible safety hazards	all procedures were carried out in a safe manner	students were reminded of safety procedures and possible hazards	Safety was well-established and maintained in classroom, field and storage areas

Relation between topic and students

Category	Very weak	Lacking	Adequate	Good	Excellent
Appropriateness for audience	Material either too difficult or repeated previously-learned knowledge	.	.	.	Material at an appropriate level for the students; neither too hard nor too easy
Utilization of Prior Knowledge	No attempt was made to relate material to previous knowledge or applications	.	.	.	Instruction was based on the prior knowledge and conceptualizations of the students.
Relation to students	no effort was made to relate the topic to students	topic was not related to student’s lives	topic was related to students but relationship wasn’t overtly evident	.	topic was related to contemporary events, and/or the students' daily lives
Issues	.	.	.	topic was related to contemporary, historical, technological and/or societal issues.	development of decision-making and value-analysis skills (for exploring issues) was fostered.
Relation to other sciences	.	.	.	.	understanding of the interconnectedness of the sciences was developed.

Adaptation to learner differences

Category	Very weak	Lacking	Adequate	Good	Excellent
differences for gender disability background learner ability	No attempts were made, despite critical differences	Despite attempts to reach all students, only the requirements of certain students were addressed	No opportunity was available to account for differences	Attempts were made to reach all students with limited success	Attempts were made to reach all students with success

Use of materials and ideas

Category	Very weak	Lacking	Adequate	Good	Excellent
tested	.	.	.	materials and ideas had been tested beforehand by him/herself or by others	materials and ideas had been tested beforehand by him/herself and by others
variety	.	teacher failed to use additional instructional strategies, materials and resources that would’ve contributed to the lesson	one instructional strategies, materials and resources was used with success	.	The student teacher used a variety of instructional strategies, materials and resources
technology	.	teacher failed to include technology that would’ve added to the lesson	technology was not appropriate for the lesson	technology was used	electronic educational technology, including computers, interactive video, telecommunications and others, was used effectively

Section III. Complete this section after the lesson in conference with the student teacher.

1. What was the student teacher's stated objective/purpose of the lesson?

2. Was the structure of the lesson in support of the stated objective/purpose?
3. Was the content of the lesson in support of the stated objective/purpose?
4. Was the learning outcomes of the lesson in support of the stated objective/purpose?
5. Did the students meet the stated learning outcomes? (if not assessed or assessed inadequately, put “unknown”)
6. Was the stated objective/purpose similar to that identified by you?
7. Describe favorable aspects of the performance of this student teacher; try to be specific.

8. Describe unfavorable aspects of the performance of this student teacher; try to be specific.

9. What changes in the performance of this student teacher, if any, would you recommend?

Very Weak         Lacking              Adequate                Good               Excellent