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Inter-Rating Sheet-2022-2023-T1-T3

This document is an inter-observer agreement form used to evaluate a teacher's performance. It lists nine indicators that three observers discuss and provide a final consensus rating for on a scale of 3 to 7. The form is used to rate a specific teacher's lesson and includes spaces for the observers' names and signatures, as well as the teacher's name, subject taught, and date of the observation.

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Jannin Bautista
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255 views1 page

Inter-Rating Sheet-2022-2023-T1-T3

This document is an inter-observer agreement form used to evaluate a teacher's performance. It lists nine indicators that three observers discuss and provide a final consensus rating for on a scale of 3 to 7. The form is used to rate a specific teacher's lesson and includes spaces for the observers' names and signatures, as well as the teacher's name, subject taught, and date of the observation.

Uploaded by

Jannin Bautista
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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COT-RPMS

TEACHER I-III

INTER-OBSERVER AGREEMENT FORM


OBSERVER 1: ______________________________________ NAME OF TEACHER OBSERVED:

OBSERVER 2: ______________________________________ ________________________________

OBSERVER 3: ______________________________________ SUBJECT & GRADE LEVEL TAUGHT:

DATE: ___________________ ________________________________

OBSERVATION: 1 2 3. 4.

DIRECTIONS FOR THE OBSERVERS:


Discuss with the other observers your reason/s for rating in each indicator. In case of different ratings, come up with a final
rating. The final rating is NOT an average; it is a rating based on a reasoned and consensual judgment. Indicate this rating on
the column for Final Rating.
Note that if the rate gets NO (Not Observed) in an indicator, write 3 as the Final Rating.
INDICATORS 3 4 5 6 7 NO*
1. Apply knowledge of content within and across curriculum teaching areas
2. Used a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills.
3. Applied a range of teaching strategies to develop critical and creative
thinking as well as other higher order-thinking skills.
4. Managed classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of
physical learning environment.
5. Managed learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments.
6. Used differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences.
7. Planned, managed and implemented developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied teaching
contexts.
8. Selected, developed, organized and used appropriate teaching and learning
resources, including ICT, to address learning goals.
9. Designed, selected, organized and used diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.
OTHER COMMENTS:

_____________________________ _____________________________ _____________________________


Signature over Printed Name Signature over Printed Name Signature over Printed Name
of Observer 1 of Observer 2 of Observer 3

____________________________________
Signature over Printed Name of the Teacher

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