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    PST1

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    Jade España De Jesus
    The document is an inter-observer agreement form used to evaluate a pre-service teacher's performance across 9 indicators related to teaching skills and classroom management. The 3 observers discuss their individual ratings for each indicator, come to a consensus on a final rating, and provide any additional comments at the end. The final rating is not an average but a reasoned judgment agreed upon by all observers. A rating of "NO" for an indicator requires a consensus final rating of 2. The observers then sign to finalize the evaluation.

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    PST1

    Uploaded by

    Jade España De Jesus
    58 views1 page
    The document is an inter-observer agreement form used to evaluate a pre-service teacher's performance across 9 indicators related to teaching skills and classroom management. The 3 observers discuss their individual ratings for each indicator, come to a consensus on a final rating, and provide any additional comments at the end. The final rating is not an average but a reasoned judgment agreed upon by all observers. A rating of "NO" for an indicator requires a consensus final rating of 2. The observers then sign to finalize the evaluation.

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    The document is an inter-observer agreement form used to evaluate a pre-service teacher's performance across 9 indicators related to teaching skills and classroom management. The 3 observers discuss their individual ratings for each indicator, come to a consensus on a final rating, and provide any additional comments at the end. The final rating is not an average but a reasoned judgment agreed upon by all observers. A rating of "NO" for an indicator requires a consensus final rating of 2. The observers then sign to finalize the evaluation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    58 views1 page

    PST1

    Uploaded by

    Jade España De Jesus
    The document is an inter-observer agreement form used to evaluate a pre-service teacher's performance across 9 indicators related to teaching skills and classroom management. The 3 observers discuss their individual ratings for each indicator, come to a consensus on a final rating, and provide any additional comments at the end. The final rating is not an average but a reasoned judgment agreed upon by all observers. A rating of "NO" for an indicator requires a consensus final rating of 2. The observers then sign to finalize the evaluation.

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    COT-BEGINNING

    PRE-SERVICE TEACHER

    INTER-OBSERVER AGREEMENT FORM - SET 1

    OBSERVER 1: ______________________________________ NAME OF PRE-SERVICE TEACHER OBSERVED:


    OBSERVER 2: ______________________________________ ____________________________________
    OBSERVER 3: ______________________________________ SUBJECT & GRADE LEVEL TAUGHT:
    DATE: _______________ ____________________________________

    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 applicant gets NO (Not Observed) in an indicator, write 2 as the final rating.

    INDICATORS 1 2 3 4 5 NO*

    1. Apply knowledge of content within and across curriculum teaching areas

    2. Apply a range of teaching strategies to develop critical and creative thinking, as well
    as other higher-order thinking skills

    3. Select, develop, organize, and use appropriate teaching and learning resources,
    including ICT, to address learning goals

    4. Design, select, organize, and use diagnostic, formative and summative assessment
    strategies consistent with curriculum requirements

    5. Use strategies for providing timely, accurate and constructive feedback to improve
    learning performance
    6. Apply a range of successful strategies that maintain learning environments that
    motivate learners to work productively by assuming responsibility for their own
    learning
    7. Manage student behavior constructively by applying positive and non-violent
    discipline to ensure learning-focused environments

    8. Use differentiated, developmentally appropriate learning experiences to address


    learners’ gender, needs, strength, interests and experiences.

    9. Plan, manage and implement developmentally sequenced teaching and learning


    process to meet curriculum requirements and varied teaching contexts
    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 Pre-service Teacher

    This tool was developed through the Philippine National


    Research Center for Teacher Quality (RCTQ) with support
    from the Australian Government.

    COT-BEGINNING

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