Appropriate content Module/unit content is too Module/unit content Instructor engages A majority of the easy or difficult for student appropriately students in module/unit’s or level knowledge level. challenges students. thinking skills activities engage 1c, 2a, 2b, 3a* during in the thinking. Instructor does not Module/unit content module/unit. encourage higher-order promotes mastery of thinking. course learning objectives. Active learning Instructor uses no Module/unit contains Instructor facilitates Where appropriate, exercises. at least one student-led instructor leverages 2a, 2b, 2c, 2d, 2e, 3d, exercise to explanations and/or student use of 4b* Instructor has unrealistic apply course content, discussions. electronic technology expectations for resulting in a graded to facilitate active exercises. student work learning. Instructor uses product. inappropriate or offensive active-learning exercises. Instructor uses exercises that are not accessible to everyone in the class. Formative Instructor violates by Instructor provides Instructor provides Instructor leads publicly sharing student students information to students in grades. and encouraging students about their structured reflection feedback on how to performance on on learning activities. 1b, 2f, 6a, 6b, 6c, 6d* Instructor provides improve their module/unit constructive and/or comprehension or activities compared discouraging feedback. performance. to a pre-established Instructor compares student standard. work to an ambiguous or unrealistic standard.
Appropriate content or level 1c, 2a, 2b, 3a* Module/unit content is too easy or difficult for student knowledge level. Instructor does not encourage higher-order thinking. Module/unit content appropriately challenges students. Module/unit content promotes mastery of course learning objectives. Instructor engages students in thinking skills during in the module/unit. A majority of the module/unit’s activities engage thinking. Active learning 2a, 2b, 2c, 2d, 2e, 3d, 4b* Instructor uses no exercises. Instructor has unrealistic expectations for exercises. Instructor uses inappropriate or offensive active-learning exercises. Instructor uses exercises that are not accessible to everyone in the class. Module/unit contains at least one exercise to apply course content, resulting in a graded student work product. Instructor facilitates student-led explanations and/or discussions. Where appropriate, instructor leverages student use of electronic technology to facilitate active learning. Formative 1b, 2f, 6a, 6b, 6c, 6d* Instructor violates by publicly sharing student grades. Instructor provides and/or discouraging feedback. Instructor compares student work to an ambiguous or unrealistic standard. Instructor provides students constructive and encouraging feedback on how to improve their comprehension or performance. Instructor provides information to students about their performance on module/unit activities compared to a pre-established standard. Instructor leads students in structured reflection on learning activities.
CET-Asynch-Online-Teaching-Observation-Checklist-.docx