Guidelines Macro Teaching Evaluation Form Ef5 2009

7/30/2019 Guidelines Macro Teaching Evaluation Form Ef5 2009

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Copyright IPGM Kampus Keningau 2009 1

GUIDELINES FOR USING MICRO/MACRO EVALUATION FORM (EF5)

(A) LESSON PLANNING

Level 1 Level 2 Level 3 Level 4

a. Learning Objectives

Learning outcomes are not

explicit, unsuitable with

students cognitive abilities

and inconsistent with syllabus

needs.

Learning outcomes are explicit

but moderately accurate and

inconsistent with students

abilities and syllabus needs.

Learning outcomes are

explicit, accurate, clear but

not specifically stated

according to students abilities

and syllabus needs.

Learning outcomes are

explicit, accurate, clear and

specifically stated according to

students abilities and syllabus

needs.

b. Content

Content is inconsistent with

learning outcomes and

syllabus specification.

Steps taken in understanding

the content are not in

sequence to achieve the

learning outcomes

Content is consistent with




the content are not clearly in


learning outcomes

Content is consistent with




the content are in sequence to

achieve the learning outcomes

Content is very consistent with




the content are clearly in


learning outcomesc. Teaching & Learning

Strategies

The strategies and activities

are not suitable and did not

take into consideration the

intended learning outcomes,

content, students abilities,

resources, time and situation /

surrounding.


are moderately suitable and

moderately take into

consideration the intended

learning outcomes, content,

students abilities, resources,

time and situation /

surrounding.


are suitable and take into

consideration the intended

learning outcomes, content,

students ability, resources,

time and situation /

surrounding.

The strategy and activities are

very suitable and take into

consideration all aspects of

teaching and learning

including constructivist

approach and inquiry learning.

d. Teaching & Learning

Resources

Selected resources are not

suitable, insufficient,

unattractive, unchallenging

and not functioning.

Selected resources are

moderately suitable,

moderately effective and

moderately able to motivate

the students.

Selected resources are good

and suitable, as well as able to

improve the effectiveness of

the teaching and learning

process.

Selected resources are

excellent and very suitable in

assisting the teaching and

learning process including the

use of ICT.

e. Scientific skills and/or

thinking skill

No statement made about

scientific skills/thinking skills.

No evidence of using thinking

tools. Examples of thought

provoking questions or stimuli

are not given.

There are statements about

scientific skills/thinking skills

but unsuitable with lesson

content. Use of thinking tools

unclear. Inadequate use of

thought provoking stimuli that

is consistent with the statedthinking skills. Inadequate

challenging activities.

There are statements about

scientific skills/thinking skills

that are relevant to the lesson

content. Thinking tools and

thought provoking stimuli are

used but moderately suitable

to the teaching and learningprocedure and activities.

Highly suitable scientific

skills/thinking skills are stated

clearly. Teaching and learning

procedures to achieve the

stated scientific skills/thinking

skills are stated clearly .

Thinking activities, use ofthinking tools including

questioning techniques and

thought provoking stimuli are

clearly planned and stated.

f. Inculcation of Values

Inculcation of values in the

lesson is not planned.

The selected values are

unsuitable to be inculcated in

the lesson.

The selected values are

moderately suitable to be

inculcated in the lesson.

The selected values are very

suitable to be inculcated in the

lesson.

g. Evaluation

Selected types of evaluation

are unsuitable, insufficient,

and unable to measure the

learning objectives


are moderately suitable and

moderately effective to

measure the learning


are good and suitable, as well

as able to measure the

learning objectives.

The selected types of

evaluation are excellent and

very effective to measure the

learning objectives


2/4


objectives.

h. Creativity and flexibility

Uncreative and inflexible. Shows glimpses of creativity

and flexibility.

Shows moderate creativity

and flexibility.

Shows good creativity and

flexibility.

(B) MACRO TEACHING


a.Introduction/OrientationInsensitive to students

readiness to learn. Starts the

lesson with the class in

disarray.

Does not use a stimulating

introduction to the lesson.

Moderately successful in

generating students readiness

to learn.

Moderately effective in

introducing the lesson using

various techniques.

Successful in generating

students readiness to learn.

Successful in attracting the

attention of a majority of the

students using a

suitable/attractive

introduction.

Successful in generating

students readiness to learn.

Successful in attracting the

attention of all the students

using suitable, attractive,

delightful and motivating

introduction.

b. Lesson Development

Unsuccessful in implementing

the planned lesson steps.

Insensitive to students needs.

Unable to control the class. As

a result, lesson development is

disrupted.

Unsystematic / Erratic delivery

of lesson content.

Moderately successful in

implementing the plannedlesson steps.

Moderately able to vary lesson

activities to cater to students

needs and abilities.

Able to implement the lesson

steps in intended order

Able to vary lesson activities

to cater to students needs

and abilities, consistent with

learning outcomes.

Able to implement the lesson

steps in an orderly and

controlled manner.

Information / concepts /

materials were successfully

delivered in sequence / proper

stages.

Rate of delivery suitable with

students level of ability.

Various methods of evaluation

are used to monitor the

learning outcomes.

c. Quality of Learning

Most of the students are

confused with the content of

the lesson.

Students ask questions due to

lack of comprehension.

Students are unable to answer

or give incorrect answers to

most of the evaluation

questions.

Most of the students show

signs of comprehending the

concepts/information

delivered.

Minimal confusion.

Distinct students

comprehension but

occasionally inaccurate

answers received.

Students are able to carry out

activities and instructions but

occasionally inaccurate.

Lesson is wholly

comprehended and students

are able to give accurate

answers.

Distinct evidence of

concept/content

comprehension.

Students show behavioural

changes.

d. Students involvementStudents show indifference to

teaching and learning

activities.

Partial students participation. Active and responsive

students participation.

Students are very responsive

and participate wholly in the

activities.

e. Inculcation of scientific

attitude and noble values

Failed to inculcate all the

planned values / attitudes.

A few of the planned values /

attitudes are inculcated

through lesson activities.

Able to inculcate most of the

values/attitudes at

appropriate stage/time of the

lesson.

Able to effectively inculcate all

the values/attitudes at

appropriate stage/time of the

lesson.

f. Communication

Has problems with

pronunciation and usage of

language to communicate

Uses clear and suitable

language.

Able to motivate students

through the usage of

expressive and effective

Able to motivate students

through the usage of

expressive and effective


3/4


with individuals/ students /

class.

No variation in voice

intonation and speaking style.

Insensitive to students level

of language usage.

Shows effort in varying voice

in terms of articulation, tone,

and intonation.

Sensitive to students level of

language usage.

language.

Stimulating and exuberant

delivery of lesson.

language.

Excellent voice quality in

terms of articulation, tone,

and intonation.

Pronunciation clear, accurate,

attractive and able to sustain

students attention.g. Class Management

Has problems in managing and

controlling the class.

Learning environment is not

conducive.

Insensitive to students

discipline. Class discipline is

uncontrolled.

Frequently taking actions that

are inaccurate in handling

students behaviour.

Indecisive in facing disturbing

students.

Instructions are confusing.

Moderately able to generate a

partly conducive learning

environment.

Able to get students to do

individual / group activities

but insufficient control /

monitoring.

Sensitive to learning

environment but unable to

benefit from it.

Instructions are clear but not

followed by students due to

lack of reinforcement.

Successful in generating a

conducive learning

environment for most of the

students.

Able to manage learning

activities satisfactorily.

Able to successfully motivate a

majority of the students.

Shows effort in controlling

students discipline but still

exhibit minimal indecisive

actions. Instructions clear and

obeyed.

Successful in generating a

conducive, pleasant and

unstressful learning

environment.

Able to handle problems that

arise efficiently and wisely.

Successfully in sustaining the

attention of all the students.

Able to handle effectively any

unforeseen disturbances.

h. Time management

Poor time management.

Moderate time management. Good time management. Excellent time management.

i. Closure

Unable to finish the lesson.

Unable to summarize /

conclude the lesson.

No reinforcement /

enrichment.

Students disperse / exit the

class without clear instructions

Indiscipline class dispersion.

Shows effort in concluding the

lesson but unrelated to the

lesson topic.

Not all of the mainpoints/facts are reviewed

/summarized.

Instruction for dispersion is

given but the implementation

is not properly controlled.

Suitable but unattractive

closure of the lesson.

Able to successfully

summarize / conclude thelesson.

Reinforcement of most of the

main contents/concepts.

Suggested further activities

are given.

Conclude the lesson with

effective enrichment

/evaluation activities.

Able to highlight all maincontents/concepts.

Able to manage the students

effectively.

Instruction for orderly

dispersion is given and the

implementation is very

disciplined and controlled.

Suggested further activities

are given.

j. Attainment of LearningObjectives

Failed to attain all learning

outcomes.A few of the learning

outcomes are attained.

Most of the learning outcomes

are attained.

All learning outcomes are

attained.

(C) REFLECTION


a. Identification of strength

and weaknesses

Unable to identify the strength

and weaknesses of the lesson.

Identify the strengths and

weaknesses but unable to

describe them.

Identify the strengths and

weaknesses but unclear

description.

Identify and describe clearly

the strengths and weaknesses.

b. Suggestion of follow upaction


4/4


Unable to relate cause and

effect of every action during

implementation of macro

teaching.

No suggestion to overcome

weaknesses

Unable to relate cause and

effect of every action during


teaching.

Unable to suggest suitable

actions to overcome the

weaknesses.

Able to relate cause and effect

of every action during


teaching.

Able to suggest some suitable

actions to overcome the

weaknesses.

Able to relate cause and effect

of every action during


teaching.

Able to suggest suitable and

relevant actions to overcome

weaknesses.c. Attainment of experience /

knowledge

Unable to state elements of

new experiences / knowledge

gained.

Able to state some new

experiences / knowledge

gained but description

unclear.

Able to state clearly some new


gained.

Able to state clearly new


gained.

d. Level of thinking skills

Shows poor analytical and

critical level of thinking.

Shows moderate analytical

and critical level of thinking.

Shows good analytical and


Shows excellent analytical and


e. Relating theory and

practiceUnable to relate theory and

practice.

Able to relate theory and

practice but unable to

describe them.

Able to relate theory and

practice but unclear

description.

Able to relate and describe

clearly theory and practice.

(D) ATTITUDE


a. Self appearance

Attire unsuitable with

profession and place.

Unable to adapt to current

situation and condition.

Neatly attired, polite and good

mannered.

Shows effort in eliciting a

friendly and unstressful

environment amongst

students.

Neatly attired, polite, good

mannered, friendly and shows

qualities of a good teacher.

Shows confidence in all

undertakings, friendly, a good

sense of humor, polite and

good mannered..

Shows qualities of a good

teacher.b. Concern

Does not show concern to the

needs of student with

different problems and ability.

Sensitive to the needs of

students and shows effort in

handling problems.

Shows humanistic

characteristics such as

sensitive, friendly, patient and

concerned with students

problems and needs.

Shows humanistic

characteristics such as

sensitive, friendly, patient,

empathy, considerate and

concerned with students

welfare and safety.

Able to take suitable action for

every problem faced.

c. Professional characteristics

Shows nonprofessional

characteristics such asirresponsible, undedicated,

lack of determination,

reluctant to sacrifice time, and

does not contribute ideas.

Aware of the professional

characteristics of a teacher.

Practices professional

characteristics, motivated,determined and contributes

ideas and opinions.

Practices professional

characteristics.Willing to sacrifice time and

effort.

Shows responsibility,

commitment and

determination.

Documents

Guidelines Macro Teaching Evaluation Form Ef5 2009