Rubrics for classroom observations

Sr Beginning Developing Competent Exemplary

no 0-1.9 pts 2-5.9 pts 6-7.9 pts 8-10 pts
1. Content Presentation
A Intro Focus on any one or Focus on any three Interest factor not Includes Interest, Need
two parameters parameters included in connected to the topic to know, Topic/Time,
included in the intro the Intro or not focused, but Range, Objectives in
includes Need to know, the introduction
Topic/Time, Range,
objectives in the
introduction.
B Presents topic in logical sequence Sequence goes haywire Partially follows the Follows sequence at Follows the lesson plan
sequence at least 50% least 75% expected in the
sequence
C Gives clear explanation of the subject Fumbles during the Average explanation, Quite clear, very good Explanation is
matter explanation and shows less clarity and is explanation and is exceptionally clear and
less confidence confident confident confident
D Effective ending Inappropriate choice Inappropriate choice Appropriate choice and Innovative, appropriate
and ineffective ending and less effective less effective ending choice and effective
ending ending
E Appropriate Choice No connection to the Is connected to the Well connected to the Excellent choice, makes
(teaching aids) topic topic topic connections
Effectiveness Ineffective Effective to some Effective Extremely effective
extent
F Differentiation Caters to the needs of Caters to the needs of Caters to the needs of Caters to the needs of
any one type of any two types of all types of learners all types of learners
learners (visual, audio learners (visual, audio (visual, audio and (visual, audio and
and kinesthetic) and kinesthetic) kinesthetic) kinesthetic) and the
plan incorporates
multiple intelligences
2 Interaction
A Effective Questioning No usage of Uses questioning Uses questioning Uses questioning
questioning technique techniques but frames techniques at the techniques at the
incorrect question appropriate time with appropriate time with
structures the correct question the correct question
(grammatically and structures structure to maintain
conceptually) (grammatically and interest and
conceptually) momentum
grammatically and
conceptually)
B Listening and feedback Teacher ignores the Maximum listening but Effective response and Teacher encourages
student to a greater ineffective feedback feedback by the maximum response
extent given by the teacher teacher very effective response
and feedback from
teacher.

3 Interactive Methods
A Appropriate choice of Methods are less Methods are well Excellent choice of
method connected to the topic connected to the topic methods, makes
connections
4 Achieving instructional objectives
Fails to achieve the Partially achieves the Mostly achieves the Achieves all the
instructional objectives objectives instructional objectives Instructional objectives
based on the students’ based on the
output during the class grammatically and
conceptually)
5 Personal Presentation
A Facial Expression Facial expression Facial expression Facial expression Facial expression
appears constant with exhibits some change (appears vibrant, use of (appears vibrant, use of
no variation but does not convey many expressions to many expressions to
variations communicate pleasure, communicate pleasure,
appropriately concern, enthusiasm concern, enthusiasm)
appropriately, but does appropriately
 not appear vibrant
B Eye Contact Only occasional, Looks up sometimes, Eye contact established Consistently uses eye
sporadic glance at or focuses on one side rapport with audience. contact to maintain
audience or avoids eye of the room Scanning of audience rapport with audience.
contact with audience to establish a zone of Effective use of
interaction scanning to expand
zone of interaction
C Posture and movement Speaks Speaker appears Speaker appears Speaker appears
virtually/never/rarely confident and dignified confident and dignified confident and dignified
seldom appears throughout some of throughout most of the throughout the speech
confident and dignified the speech speech
D Visual mannerism Threatening Distracting Acceptable Pleasant
5B Vocal

A Volume Is difficult to hear Is sometimes easy to Is most of the times Is consistently easy to
and/or does not hear and/or sometimes easy to hear and/or hear and enunciates
enunciate well enunciates well: sometimes enunciates well
inconsistent well
Rate Consistently speaks too Has varying rates of Sometimes Has a consistent and
slow to too fast: very speech throughout the inconsistent rate of appropriate rate of
distracting presentation which can speech but does not speech and does not
distract distract distract
Vocal variety The facilitators voice The facilitators voice The facilitators voice The facilitators voice
modulation was modulation was clear modulation was very modulation was
inappropriate most of projected and well projected, clear exceptionally
the times understandable. Some and understandable. projected, clear and
Significant use of vocal understandable.
variety Exemplary use of vocal
variety (varied pitch,
rate and intensity)
5C Verbal Delivery The speaker does not The word choices get The word choices are The speaker uses
use words or phrases the message across, clear. The speaker uses precise, fresh, original
that make the speech but don’t capture some interesting words words and phrases.
 clear to the listener. anyone’s attention and phrases The speech is
Speaker uses word interesting to listen
choices that are
confusing, unclear or
inappropriate
Construction of sentences Most sentences lack Some sentences are Most sentences are All sentences are well
proper construction: well- constructed, but well- constructed and constructed with
there are fragmented others are fragments there is some varied varied structure.
run-on or fragmented or run-on sentences structure in
sentences the speech
Grammar Excessive errors in verb Errors in verb use, Occasional Errors in Parallelism in verb use,
use, noun pronoun nouns pronoun verb use, nouns nouns pronoun
agreement, adjectives, agreement, adjectives, pronoun agreement, agreement, adjectives,
adverbs or prepositions adverbs or prepositions adjectives, adverbs or adverbs or prepositions
that distract and that distract and prepositions that that distract and
confuse (3 or more confuse (2 errors) distract and confuse (1 confuse (no errors)
than 3 errors) error)
Pronunciation Speaker pronounces Speaker pronounces Speaker pronounces Speaker pronounces
few relevant words some relevant words some relevant words some relevant words
correctly (3 or more correctly (2 errors) correctly (1 errors) correctly (no errors)
than 3 errors)
5D Vitality (energy and enthusiasm) Speaker virtually Speaker sometimes Speaker frequently Speaker consistently
never/ rarely/ seldom demonstrates demonstrates demonstrates
demonstrates eagerness and interest eagerness and interest eagerness and interest
eagerness and interest in topic in topic in topic
in the topic

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