Example
Observational Checklist
This Checklist is only provided as an example, and not as a model,
please modify for your own use.
Name of instructor: _____________________________
Number of students: ____________________________
Course title: ____________________________________
Time: ________________________________________
Date: _________________________________________
CLASSROOM ORGANIZATION AND CLIMATE
o
o
o
o
o
o
o
Teacher displays a positive and encouraging attitude towards all students.
Teacher is responsive and receptive to students’ questions and ideas.
Students are treated equitably; classroom interactions reflect a sense of respect
and community.
Content is effectively sequenced; lesson is introduced, the content is taught and
linked to homework.
The teacher is knowledgeable about the topic area and explains the lesson
clearly.
Time on task is high; students are engaged in the lesson.
There is evidence of materials on careers, career planning, and college planning
in the room.
______________________________________________
______________________________________________________
STUDENT ENGAGEMENT AND SUPPORT
o
o
o
o
o
Students are aware of opportunities to receive extra support if necessary. (For
example, posted office hours)
Students are given choices in assignments. For example working alone, working
in groups, a selection of topics for research papers, etc.
Teacher provides opportunities for peer-tutoring.
Teacher regularly checks for understanding and allows students to explain what
they are learning in their own vocabulary.
Teacher facilitates learning by using such strategies as active questioning and
project-based learning.
______________________________________________________
______________________________________________________
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INSTRUCTIONAL STRATGIES
o
o
o
o
o
Teacher provides opportunities through classroom or homework activities for
students to do the following: note taking, research papers, group projects, or
classroom presentations. Specify strategies observed:
Teacher connects lesson to timely issues, professional studies, career-related
issues, or college-related issues.
Teacher uses more than one learning strategy during the period observed. A
range of strategies includes: lecturing, questioning, group work, research,
presentations by students, and peer tutoring.
Technology is used where appropriate. The introduction of technology enhances
the lesson and does not detract from knowledge acquisition.
Students are aware of the assessment criteria and how an assignment will be
critiqued.
______________________________________________
______________________________________________________
______________________________________________
______________________________________________________
SUMMARY
As part of the running record, keep in mind that comments should be specific and
clearly correspond to the themes and criteria outlined above. The summary should
provide insights into the classroom organization and climate, student engagement and
support, and instructional strategies found in the classroom you are observing.
2
Exercise 7
Data Collection Action Plan — Example
Directions: Review the following example data collection action plan and discuss
what data it collects, and how it provides a comprehensive overview of how and
what data will be collected during the program evaluation.
Evaluation Question 4
What is Collected
How Collected/What Technique
Does our career exploration
program for 7th grade
students based on the
National Career
Development Guidelines that
focuses on respect for
diversity a) promote
acceptable classroom
behavior, b) improve student
attitudes toward school, and
c) reduce drop out rates of
these students in 7th and 8th
grades?
Information on
a) classroom
behavior
b) school attitudes
c) drop out rates
a) counselor-developed
observational checklist on
classroom behavior
b) School Attitudes Survey
published by ABC Company
c) school attendance records
From Whom/
Data Sources
When Collected
and By Whom
How Data are to be Analyzed
a) all 7th grade students in
Abraham Lincoln Middle
School
b) random sample of 7th
grade students in Abraham
Lincoln Middle School
c) review of all school
attendance records of
students
a) end of semester
(December 10) by
counselor assistant
in science class and
in physical
education class
b) district evaluation
coordinator at
beginning of
program
(September 10)and
at the end of the
program (December
15)
c) by counselor at
the beginning of 7th
grade, end of 7th
grade and middle of
8th grade
3
a) frequency count of positive
behaviors and negative
behaviors; 90% positive
behaviors is acceptable
b) comparison of mean scores at
the beginning of program and
end of program
c) calculation of attendance rates
in September, May of 7th grade
and December of their time in 8th
grade
Exercise 7
Data Collection Action Plan — Example (continued)
Evaluation Question 1
What is Collected
How Collected/What Technique
To what extent do 9th grade
students consider nontraditional careers and part of
their career exploration?
Listing of 5 top
occupations of interest
Counselor-developed survey of
students
From Whom/
Data Sources
When Collected and
By Whom
9th grade students
Counselor assistant
during the week of
May 4, 2006
What is Collected
Evaluation Question 2
Does the career class help our
11th and 12th grade students
improve their career maturity?
From Whom/
Data Sources
Random sample of 11th and
12th grade students
Gender
Career maturity
information from 11th
grade students and
12th grade students
participating in the
career class
When Collected and
By Whom
September 12 and
December 15 by the
district test coordinator
4
How Data is to be Analyzed
Frequency count of non traditional
occupations by male and female
How Collected/What Technique
Pre-intervention – September and
Post-intervention – December
Using Career Maturity Index
published by ABC Company
How Data is to be Analyzed
Comparison of means of pre test
and post test
Exercise 7
Data Collection Action
Plan7— Example (continued)
Exercise
Data Collection Action Plan — Example (continued)
Evaluation Question 3
What is Collected
How Collected/What Technique
To what extent are our students
employed, in education and
training programs, or in the
military 2, 4, and 6 years after
high school graduation?
Employment status
and activities of high
school graduates 2, 4,
and 6 years after
graduation
Alumni survey form; web and paperbased
How helpful was the career
program at American High
School in helping students
prepare for the future?
Survey on graduates’
perception of how
courses and services
in high school help
them to prepare for
life.
When Collected and
By Whom
From Whom/
Data Sources
Graduates of American high
School
Collected from
American High School
graduates class of
2006 in March of
2008, 2010, and 2012
Collected by school
district institutional
research department
Form asks about educational and
employment status; participation in
training programs since graduation
Rating scale on opinions of courses
and services by graduates
Follow up phone interviews from a
random sample of respondents
How Data is to be Analyzed
For each year, determine
occupation, education, and training
status of members of the group.
Frequency count of graduates
working full time, part time, working
at home, in education and training
programs, in military.
Graph of trends of above information
Summary of ratings scale questions
and development of trends over time
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