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The QCE of The NBC No.461 Instrument For Instruction/Teaching Effectiveness Rating Period: - To

This document contains a questionnaire for evaluating the instructional effectiveness of a faculty member. It is divided into several sections that rate qualities like commitment, knowledge of subject matter, teaching for independent learning, and management of learning. Respondents are asked to rate the faculty member on a scale of 1 to 5 in areas such as demonstrating sensitivity to student needs, keeping accurate student records, integrating practical examples, and structuring learning to enhance objectives. Space is also provided for comments and suggestions.

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Tiffany Ruth Rebolledo-quinitip
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261 views1 page

The QCE of The NBC No.461 Instrument For Instruction/Teaching Effectiveness Rating Period: - To

This document contains a questionnaire for evaluating the instructional effectiveness of a faculty member. It is divided into several sections that rate qualities like commitment, knowledge of subject matter, teaching for independent learning, and management of learning. Respondents are asked to rate the faculty member on a scale of 1 to 5 in areas such as demonstrating sensitivity to student needs, keeping accurate student records, integrating practical examples, and structuring learning to enhance objectives. Space is also provided for comments and suggestions.

Uploaded by

Tiffany Ruth Rebolledo-quinitip
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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The QCE of the NBC No.

461
Instrument for Instruction/Teaching Effectiveness
Rating Period:____________to____________

Name of Faculty:______________________ Academic Rank:________________________


Evaluators:
0 Self 0 Student 0 Peer 0 Supervisor
Instruction: Please evaluate the Faculty using the Scale below. Encircle your rating.
Scale Descriptive Rating Qualitative Description
5 Outstanding The performance almost always exceeds the job requirements. The faculty is an exceptional role model.
4 Very Satisfactory The performance meets and often exceeds the job requirements.
3 Satisfactory The performance meets job requirements
2 Fair The performance needs some development to meet job requirements.
1 Poor The faculty fails to meet job requirements.

A. Commitment Scale
1. Demonstrates sensitivity to student’s ability to attend and absorb content information. 5 4 3 2 1
2. Integrates sensitively his/her learning objectives with those of the students in a collaborative process. 5 4 3 2 1
3. Makes self available to students beyond official time. 5 4 3 2 1
4. Regularly comes to class on time, well-groomed and well-prepared to complete assigned responsibilities. 5 4 3 2 1
5. Keeps accurate records of student’s performance and prompt submission of the same. 5 4 3 2 1
Total Score

B. Knowledge of Subject Scale


1. Demonstrates mastery of the subject matter (explain the subject matter without relying solely on the prescribed 5 4 3 2 1
textbook).
2. Draws and share information on the state on the art of theory and practice in his/her discipline. 5 4 3 2 1
3. Integrates subject to practical circumstances and learning intents/purposes of students. 5 4 3 2 1
4. Explains the relevance of present topics to the previous lessons, and relates the subject matter to relevant current 5 4 3 2 1
issues and/or daily life activities.
5. Demonstrates up-to-date knowledge and/or awareness on current trends and issues of the subject. 5 4 3 2 1
Total Score

C. Teaching for Independent Learning Scale


1. Creates teaching strategies that allow students to practice using concepts they need to understand (interactive 5 4 3 2 1
discussion)
2. Enhances student self-esteem and/or gives due recognition to students performance/potentials. 5 4 3 2 1
3. Allows students to create their own course with objectives and realistically defined student-professor rules and 5 4 3 2 1
make them accountable for their performance.
4. Allows students to think independently and make their own decisions and holding them accountable for their 5 4 3 2 1
performance based largely on their success in executing decisions.
5. Encourages students to learn beyond what is required and help/guide the students how to apply the concepts 5 4 3 2 1
learned.
Total Score

B. Management of Learning Scale


1. Creates opportunities for intensive and/or extensive contribution of students in the class activities (e.g. breaks class 5 4 3 2 1
into dyads, triads or buzz/task groups).
2. Assumes roles as facilitator, resource person, coach, Inquisitor, Integrator, referee in drawing students to contribute 5 4 3 2 1
to knowledge and understanding of the concepts at hands.
3. Designs and implements learning conditions and experience that promotes healthy exchange and/or confrontations. 5 4 3 2 1
4. Structures/re-structure learning and teaching-learning context to enhance attainment of collective learning 5 4 3 2 1
objectives.
5. Use of Instructional Materials (audio/video materials: fieldtrips, film showing, computer aided instruction and etc.) 5 4 3 2 1
to reinforces learning process.

Total Score

COMMENTS AND SUGGESTIONS: _______________________________________________________________________________________________

___________________________________________________________________________________________________________________________.

NAME OF EVALUATOR: ___________________________________ SIGNATURE OF EVALUATOR: _________________________

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