Performance-Based Evaluation

Qualified Observer’s Name/Position ______
This form is to be used to summarize the observation of a lesson. A plan for improvement can be developed if the
areas in need of improvement indicate unsatisfactory performance. Comments should reflect the criteria in the Performance
Domains. Observation notes and other appropriate materials may be 4attached.





Lesson/Activity Overview:  The observation of the whole Dino-bingo lesson enabled the qualified observer to collect sufficient data for the observation cycle. The collected data was on specific areas namely; lesson overview, areas of strength, weakness and improvement. The data gathered during the observation process will also be guided by the government education standards and the learning objectives of the school. To begin with, the approach used by Adam during the lesson is in line with the state education standards as the students are taught about the real life situations. For example, Adam explains the aspect of variation in length to the students by using the tail of a Dino (Calandra, Gurvitch, & Lund, 2008).



Area(s) of Strength:   The connection with reality enables the students to have an explicit memory and understanding of the lesson. Research shows that it is easy for children as well as adults to memorize on an issue when it is linked to their familiar environments. Therefore, the Dino-Bingo lesson is observed employing the phenomenon to enhance students understanding of measuring and numbering concepts. Adams connection to reality is found to improve the students’ attention to what is being taught as well as in connecting with the teacher. It is evident that Adam has the full attention of the class as all students have their eyes glued on him. Moreover, the students respond in chorus after Adam indicating their connection. The contact and attention are core in teaching to enable a teacher achieve the desired goal of the lesson (Calandra, Gurvitch, & Lund, 2008).






Area(s) for Improvement:   The strengths of the Dino-Bingo lesson are its ability to enhance student participation, connect concepts with reality, and increase teacher’s control of the class and provision of question-answer moments. Despite the advantages of Adam’s technique, it is subjected to critics. The Dino-Bingo cannot apply for students of a particular age such as University students. Furthermore, it is highly difficult in cultures or states that have no relations with Dino. The approach is best observed to succeed in classes with small populations as opposed to those with a large number of students. Moreover, certain disabilities such as blindness do not consider the mechanism to be the best. The reason being due to visual impairment they might not know how long the tail of a Dino looks to relate it to measurement. Therefore, there is a need for the Dino-Bingo approach to be restructured to suit different categories of students over space and time. This can be achieved by the teacher communicating the lesson expectations. The communication will enable the students to set their minds towards the desired direction. Additionally, appreciating the students as well as using kinesthetic practices may also improve on the approach (Calandra, Gurvitch, & Lund, 2008).

Qualified Observer’s Supporting Statements:   Adam is observed to be a good leader and role model to the students as he gives them time to speak. Throughout the lesson, the teacher, and the students interact effectively in line with the objective of the lesson. Maitland provides the students, individual or group time to participate and be part of the lesson. The participation is fundamental in enabling the students to be part of the lesson. Additionally, it allows Adam to know if the students are getting the concept. Despite Maitland allowing the students to participate freely during the lesson, he is observed to exercise his authority, taking charge of the whole, lesson (Calandra, Gurvitch, & Lund, 2008).