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Cornell University

McCormick Teaching Excellence Institute

Classroom Observations

Do you want to conduct a classroom observation of faculty teaching? We have an observation form that you can use, advice on how best to conduct an observation with it, and a supporting study of how to conduct reliable and acceptable observations.

The MTEI Classroom Observation Form

The form is available as a Word document. It is meant to be completed electronically in Word, though you can of course print it out to write on for draft purposes. Download it from the link below:

How to Conduct an Observation Using the Form

Although you can conduct an observation simply by showing up to class and filling out the form, it’s to everyone’s benefit to do some preparation and follow-up. Here’s how we recommend proceeding:

  1. Preparation: the observer and instructor meet or coordinate by email.
    1. Establish several possible observation dates. The instructor should rule out dates such in-class exams, atypical lectures, etc. The observer will show up unannounced on one of the agreed-upon dates.
    2. Set ground rules for observer interaction in the classroom. Normally, the observer should sit in the back, not be introduced, and not speak (i.e., not ask or answer questions, not ask students for comments, not attempt to take over instruction).
    3. The observer familiarizes themself with the observation form in advance.
  2. Observation:
    1. The observer takes notes on what occurs during the class in the form of a narrative log: short, timestamped entries of what happens throughout the class. The observer normally does not complete the observation form, though, during the class meeting — especially not within view of students.
    2. Within 24 hours, the instructor completes a brief self-assessment and sends it to the observer.
  3. Follow-up:
    1. The observer uses the narrative log and instructor self-assessment to complete the observation form. This should be done reasonably soon after the class meeting, say a few days, so that both parties still have a good memory of the class.
    2. If the observation is formative:1 The observer and instructor meet to discuss the completed form. The conversation should be an opportunity for mentorship. The instructor is given a copy of the form with the observer’s remarks at the meeting or shortly thereafter.
    3. If the observation is summative:2
      1. The observer sends the completed observation form to the instructor for their initial reading of it.
      2. The observer and instructor meet or coordinate by email to discuss the form. The spirit of the discussion should be of mutual support and of collegial exploration of best instructional processes. The instructor should be given an opportunity to address any concerns or inaccuracies.
      3. After the discussion, the observer revises the report as needed and re-sends it to the instructor. Finally, the report is also filed (if required) with departmental leadership.

Example Narrative Log

A narrative log is a series of short, timestamped entries of what happens throughout a class. Use this format to take notes on what happens during class, then fill out the observation form later based on those notes.

N.B. It is best to record what occurs without making judgments yet. The example below deliberately contains many issues.

  • 10:05 am. Prof. X arrives and begins to set up for class.
  • 10:10 am. Begins class on time. Starts with announcements. Answers questions about assignment that is out right now.
  • 10:14 am. States agenda for today’s class. Starts lecturing. I can hear fine from the back row as long as hand-held mic as used. Occasionally mic is too far away and voice can’t be heard.
  • 10:18 am. Instructor asks, “any questions?” No one responds.
  • 10:22 am. Question is asked, but I couldn’t hear it and it wasn’t repeated.
  • 10:23 am. Slide #10 text is too small for me to read from here.
  • 10:25 am. In-class exercise: students try to complete a proof.
  • 10:26 am. Instructor calls class back to order. Students are still working and keep talking. Takes a while for classroom to calm down.
  • 10:30 am. Finishes doing proof. Several students ask questions. Instructor calls on them by name.
  • 10:42 am. Instructor asks, “any questions?” No one responds.
  • 10:48 am. Instructor starts demo.
  • 10:58 am. Instructor ends demo. Meanwhile from my vantage I saw students open up other software on laptops and ignore the demo.
  • 11:02 am. Instructor ends, 2 minutes late. 1/3 of class has already walked out.

Instructor Self-Assessment

Before completing the observation form, it is good for the observer to get the instructor’s own feedback on the class. Here are some prompts that an instructor could be invited to complete as part of their self-assessment:

  • My overall response to this class is:
  • The following aspects of today’s class were typical:
  • The following aspects of today’s class were atypical:
  • The aspects of my teaching that seemed most effective today were:
  • I would change the following next time I give this class:
  • I think the following factors (positive or negative) contributed to the quality of today’s class:

Discussion

A companion study of how to conduct reliable and acceptable classroom observations is available in the MTEI Box Folder in the “Peer Evaluation of Teaching” subfolder.

Acknowledgments

These materials were created by Michael Clarkson (CS & MTEI). The evaluation form is based on an earlier protocol by Kathryn Dimiduk (MTEI), and on faculty development literature, especially: Chism, Nancy Van Note. Peer Review of Teaching: A Sourcebook, second edition. Anker, 2007.

References

  • Brent, Rebecca and Felder, Richard M. A Protocol for Peer Review of Teaching. In Proc. ASEE Annual Conference and Exposition, 2004.
  • Centra, John A. Reflective Faculty Evaluation. Jossey-Bass, 1993.
  • Chism, Nancy Van Note. Peer Review of Teaching: A Sourcebook, second edition. Anker, 2007.
  • DeZure, Deborah. Evaluating Teaching through Peer Classroom Observation. In Changing Practices in Evaluating Teaching, ed. Peter Seldin, Anker, 1999.
  • Kumaravadivelu, B. A Multidimensional Model for Peer Evaluation of Teaching Effectiveness. In Journal on Excellence in College Teaching, 1995.
  • Millis, Barbara J. Conducting Effective Peer Classroom Observations. In To Improve the Academy, vol. 11, 1992.

Endnotes