thạc sỹ, luận văn, ngoại ngữ, tiếng anh, khóa luận, chuyên đề
Appendix questionnaire Phần 1: Anh (chị) vui lòng cho biết ý kiến của mình về các tiêu chí đánh giá của phiếu dự giờ giáo viên đang đợc sử dụng trên địa bàn thành phố Hà Nội. Anh chị khoanh tròn vào đáp án đúng. 1. Phần nội dung (6điểm) A. Rất cụ thể B. Cụ thể C. Trìu tợng D. Rất trìu tuợng 2. Phần phơng pháp (4 diểm) A. Rất cụ thể B. Cụ thể C. Trìu tợng D. Rất trìu tợng 3. Phần Phơng tiện (4 điểm) A. A. Rất cụ thể B. Cụ thể C. Trìu tợng D. Rất trìu tợng 4. Phần Tổ chức (4 điểm) A. Rất khách quan B. Khách quan C. Chủ quan D.Rất chủ quan 5. Phần kết quả (2 điểm) A. Rất khách quan B. Khách quan C. Chủ quan D.Rất chủ quan Phần 2: Nhận xét về tiêu chí đánh giá. 1. Các tiêu chí đánh giá khuyến khích đợc giáo viên đổi mới phơng pháp giảng dạy A. Rất đồng ý B.Đồng ý C. Không đồng ý D. Rất không đồng ý 2. Các tiêu chí đánh giá rất rõ ràng mang tính khách quan cao. A. Rất đồng ý B.Đồng ý C. Không đồng ý D. Rất không đồng ý 3. Số điểm giữa các phần của 5 tiêu chí đánh giá rất cân đối. A. Rất đồng ý B.Đồng ý C. Không đồng ý D. Rất không đồng ý 4. Tính khách quan trong việc đánh giá giờ dạy của giáo viên thông qua 2 ngời dự giờ A. Rất khách quan B. Khách quan C. Chủ quan D.Rất chủ quan Phần 3: ý kiến đóng góp cho bản đánh giá. 1. Anh (chị) cho biết 3 điểm mạnh của các tiêu chí đánh giá giáo viên - - - 2. 1. Anh (chị) cho biết 3 điểm yếu của các tiêu chí đánh giá giáo viên - - - 3. Theo anh (chị) để đánh giá chính xác và khuyến khích giáo viên đổi mới phơng pháp, cần có những cải tiến gì trong các tiêu chí đánh giá - - - 4. Theo anh (chị) có cần đa thêm tiêu chí đánh giá nào nữa không? Có cần thay đổi biểu điểm của tiêu chí đánh giá nào không? Anh (chị) vui lòng ghi thêm vào. HANOI DEPARTMENT OF EDUCATION AND TRAINING SOCIAL REPUBLIC OF VIETNAM Independence – Freedom – Happiness Date Month Year 200 TEACHING ASSESSMENT SHEET Teacher :………………………. Class :……… School: ………………………… Subject :…………………………Lesson: … …… Observer: …………………………Title : …………………………… ANALYSIS OF ASSESSMENT Content (6 points) 1. Precise and scientific (the science of the subject and political attitudes; viewpoints) (2 points) 2. Systematic, adequate, focused (2 points) 3. Reality related (if yes), educational (2 points) Methods (4 points) 4. Use of appropriate methods to the subject, the teaching content and the lesson to be taught. (2 points) 5. Good combination of methods in all teaching and learning activities (2 points) Facilities (4 points) 6. Good combination of teaching facilities and equipment well and adequately with the content of the lesson. (2 points) 7. Reasonable board presentation, clear handwriting and drawings, clear and standard speech; adequate lesson plan. (2 points) Planning (4 points) 8. Flexible organization of all stages and processes, reasonable time distribution in all stages and processes. (2 points) 9. Organization and control of positive and active learning of students, appropriate for the content of the lesson and all students, good motivation of students’ learning. (2 points) Results (2 points) 10. Most students understand and master the focus of the lesson; how to apply the knowledge into real situations. (2 points) LESSON RANKING: OBSERVER (signature) Good: From 17-20 points; criteria 1,4,6,9 must get 2 points Fair: From 13-16,5 points; criteria 1,4, 9 must get 2 points Average: From 10-12,5 points; criteria 1,4 must get 2 points Weak: Total points are 10 points SCORE TOTAL British Council English Language Teacher Training– (1998-2003) - Director: Psyche Kennett Observation sheet Teacher’s name: Observer’s initials: School/ venue: Date: Time: Grade: Number of students: Aim: Before the lesson – preparation Clarity, usefulness and understanding of the lesson plan excellent very good good average poor - The plan is easy to understand and follow - the objectives are clear and achievable - there is an awareness of student problems - the teacher understands and can explain the plan - the lesson plan shows a good understanding of the methodology During the lesson – teaching and learning Teaching the lesson excellent very good good average poor - The teacher starts the lesson clearly - The teacher uses the lesson plan appropriately - The teacher uses a good balance of English and Vietnamese - There are clear stages to the lesson - the activities used are successful - the timing of the activities is appropriate - there is a variety of activities - the teacher uses a variety of media e.g. blackboard, other visuals etc. - the teacher uses a variety of questioning strategies - the teacher uses several techniques to deal with errors Management and control of the class excellent very good good average poor - instructions are clear and understood - the teacher monitors the class - the teacher responds to students - the teacher’s voice level is loud enough -The teacher maintains eye contact with the class. - the teacher uses a variety of work arrangements. - the teacher elicits from the students Student learning and involvement excellent very good good average poor - the teacher establishes a rapport with the students - the teacher involves the students and keeps them interested - There is a good balance of teacher talking time and student talking time - the teacher encourages and praises - the teacher considers the feelings of the students Teacher’s manner and use of English excellent very good good average poor - The teacher seems relaxed and confident - The teacher establishes and rapport with the students - the teacher is flexible/ adaptable - the teacher’s English is a good model - the teacher can use English naturally e.g. can answer students’ (unexpected) questions After the lesson-teacher’s awareness and feedback from others Teacher’s own assessment of the lesson Things I’d do different next time Comments from the trainer Good points Enter grades in boxes - Grade: 5=Excellent 4=very good 3=good 2=average 1=poor Final grade: Teacher Observation and Evaluation Criteria Criterion 1. Instructional Skills- The teacher demonstrates, in his or her performance, a competent level of knowledge and skill in designing and conducting an instructional experience. Indicators: - Writes and teaches to clear objectives – Utilizes principles of learning – Provides a variety of instructional experiences. - Uses appropriate instructional strategies for students, subject, and goals – Monitors ongoing performances to adjust lessons. - Uses District goals and guide effectively – Demonstrates creativity in the teaching process. Criterion II. Classroom management and organization – The teacher demonstrates, in his or her performance, a competent level of knowledge and skill in organizing the physical and human elements in the educational setting. Indicators: - Provides aclassroom climate conductive to learning - Provides a model in demeanor and appearance that does not detract from teaching effectiveness. - Assess individual differences, provides appropriate student grouping and uses appropriate instructional resources to meet individual needs. - Involves students in planning and evaluating their own work where appropriate Criterion III. Student discipline and attendant problems – The teacher demonstrates the ability to manage the non-instructional human dynamics in the educational setting. Indicators: - Communicates clearly established parameters - Recognizes conditions that lead to problems – Assist students toward self-discipline - Responds reasonably to discipline problems – Effectvely utilizes the assistance of administrators or support personnel Criterion IV. Knowledge or suject matter – The teacher demonstrates a depth and breadth of knowledge of theory and content in general education and subject matters specialization(s) appropriate to the grade level. Indicators: - Gives evidence of subject matter competency in area(s) to be taught - Recognizes the relationship between one’s subject matter field and other disciplines or subjects - Keeps abreast of new developments in the subject matter area. Criterion V. Interest in teaching pupils – The teacher demonstrates an understanding of and commiment to each pupil , taking into account each individual’s unique background and characteristics. The teacher demonstrates enthusiasm for or enjoyment in work with pupils. Indicators: - Plans educational experiences based on student unique background and characteristics - Enjoys working with students - Provide prompt, meaningful communication among parents Criterion VI. Preparation and scholaship – The teacher exhibits, in his or her performance, evidence of having a theoretical background and knowledge of the principles and methods of teaching and commitment to education as profession. Indicators: - Keeps abreast of current and effective emerging principles of teaching - Contributes to school and professionalism - Maintains professional rapport with colleagues, parents, and community Criterion VII. Effort toward improvement when needed – The teacher demonstrates an awareness of his or her limitations and strengths and demonstrates continued professional growth. Indicators: - Participates in Career Development - Utilizes self-evaluation as a tool for professional growth - Responds constructively to recommendations Criterion VIII. Assi\umes responsibility for district, guilding, and classroom obligations Indicators: - Classroom obligations - School Obligations - District Obligations http://www.utexas.edu/academic/cte/sourcebook/form3.pdf section 9. Evaluating and Document Teaching Teacher Evaluation Form Teacher’s Name:______________________ Date:______________________ Directions: CircleY (yes) if the statement is always or usually true. Circle N (no) if the statement is never or seldom true. In multiple choice statement, check (v) the appropriate space. 1. The objectives for this lesson were clear to me Y N 2. This teacher speaks clearly 3. This teacher explains things clearly 4. This teacher is stimulating and interesting to listen to 5. The material presented was well organized 6. This teacher assumes the students know more than they actually do 7. This teacher seems to understand the subject matter 8. This teacher encourages participation 9. This teacher’s explanations are A. _____ too technical B. _____ too simplified C. _____ satisfactory 10. Time spent on lecturing: A. _____ too much B. _____ too little C. _____ satisfactory 11. The class (under this teacher) was paced: A. _____ too fast B. _____ too slow C. _____ satisfactory Overall Evaluation: 1. Outstanding features of this teacher’s teaching: 2. Weakness in this teacher’s teaching: Suggestions for improvement: . understand and follow - the objectives are clear and achievable - there is an awareness of student problems - the teacher understands and can explain the. - The teacher starts the lesson clearly - The teacher uses the lesson plan appropriately - The teacher uses a good balance of English and Vietnamese - There