GUIDELINES FOR USING MICRO/MACRO EVALUATION FORM (EF5) (A) LESSON PLANNING

Level 1 a. Learning Objectives Learning outcomes are not explicit, unsuitable with students cognitive abilities and inconsistent with syllabus needs. b. Content Content is inconsistent with learning outcomes and syllabus specification. Steps taken in understanding the content are not in sequence to achieve the learning outcomes c. Teaching & Learning Strategies The strategies and activities are not suitable and did not take into consideration the intended learning outcomes, content, students abilities, resources, time and situation / surrounding. d. Teaching & Learning Resources Selected resources are not suitable, insufficient, unattractive, unchallenging and not functioning. e. Scientific skills and/or thinking skill No statement made about scientific skills/thinking skills. No evidence of using thinking tools. Examples of thought provoking questions or stimuli are not given. Selected resources are moderately suitable, moderately effective and moderately able to motivate the students. There are statements about scientific skills/thinking skills but unsuitable with lesson content. Use of thinking tools unclear. Inadequate use of thought provoking stimuli that is consistent with the stated thinking skills. Inadequate challenging activities. Selected resources are good and suitable, as well as able to improve the effectiveness of the teaching and learning process. There are statements about scientific skills/thinking skills that are relevant to the lesson content. Thinking tools and thought provoking stimuli are used but moderately suitable to the teaching and learning procedure and activities. Selected resources are excellent and very suitable in assisting the teaching and learning process including the use of ICT. Highly suitable scientific skills/thinking skills are stated clearly. Teaching and learning procedures to achieve the stated scientific skills/thinking skills are stated clearly . Thinking activities, use of thinking tools including questioning techniques and thought provoking stimuli are clearly planned and stated. The selected values are very suitable to be inculcated in the lesson. The selected types of evaluation are excellent and very effective to measure the learning objectives Level 2 Learning outcomes are explicit but moderately accurate and inconsistent with students abilities and syllabus needs. Level 3 Learning outcomes are explicit, accurate, clear but not specifically stated according to students abilities and syllabus needs. Content is consistent with learning outcomes and syllabus specification. Steps taken in understanding the content are in sequence to achieve the learning outcomes Level 4 Learning outcomes are explicit, accurate, clear and specifically stated according to students abilities and syllabus needs. Content is very consistent with learning outcomes and syllabus specification. Steps taken in understanding the content are clearly in sequence to achieve the learning outcomes

Content is consistent with learning outcomes and syllabus specification. Steps taken in understanding the content are not clearly in sequence to achieve the learning outcomes

The strategies and activities are moderately suitable and moderately take into consideration the intended learning outcomes, content, students abilities, resources, time and situation / surrounding.

The strategies and activities are suitable and take into consideration the intended learning outcomes, content, students ability, resources, time and situation / surrounding.

The strategy and activities are very suitable and take into consideration all aspects of teaching and learning including constructivist approach and inquiry learning.

f. Inculcation of Values Inculcation of values in the lesson is not planned. g. Evaluation Selected types of evaluation are unsuitable, insufficient, and unable to measure the learning objectives

The selected values are unsuitable to be inculcated in the lesson. Selected types of evaluation are moderately suitable and moderately effective to measure the learning

The selected values are moderately suitable to be inculcated in the lesson. Selected types of evaluation are good and suitable, as well as able to measure the learning objectives.

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objectives. h. Creativity and flexibility Uncreative and inflexible. Shows glimpses of creativity and flexibility. Level 2 Moderately successful in generating students readiness to learn. Moderately effective in introducing the lesson using various techniques. Shows moderate creativity and flexibility. Level 3 Successful in generating students readiness to learn. Shows good creativity and flexibility. Level 4 Successful in generating students readiness to learn.

(B) MACRO TEACHING

Level 1 a.Introduction/Orientation Insensitive to students readiness to learn. Starts the lesson with the class in disarray. Does not use a stimulating introduction to the lesson.

Successful in attracting the attention of a majority of the students using a suitable/attractive introduction. Able to implement the lesson steps in intended order Able to vary lesson activities to cater to students needs and abilities, consistent with learning outcomes.

b. Lesson Development Unsuccessful in implementing the planned lesson steps. Insensitive to students needs. Unable to control the class. As a result, lesson development is disrupted. Unsystematic / Erratic delivery of lesson content.

Moderately successful in implementing the planned lesson steps. Moderately able to vary lesson activities to cater to students needs and abilities.

Successful in attracting the attention of all the students using suitable, attractive, delightful and motivating introduction. Able to implement the lesson steps in an orderly and controlled manner. Information / concepts / materials were successfully delivered in sequence / proper stages. Rate of delivery suitable with students level of ability. Various methods of evaluation are used to monitor the learning outcomes.

c. Quality of Learning Most of the students are confused with the content of the lesson. Students ask questions due to lack of comprehension. Students are unable to answer or give incorrect answers to most of the evaluation questions. d. Students involvement Students show indifference to teaching and learning activities. e. Inculcation of scientific attitude and noble values Failed to inculcate all the planned values / attitudes.

Most of the students show signs of comprehending the concepts/information delivered. Minimal confusion.

Distinct students comprehension but occasionally inaccurate answers received. Students are able to carry out activities and instructions but occasionally inaccurate.

Lesson is wholly comprehended and students are able to give accurate answers. Distinct evidence of concept/content comprehension. Students show behavioural changes.

Partial students participation.

Active and responsive students participation.

Students are very responsive and participate wholly in the activities.

A few of the planned values / attitudes are inculcated through lesson activities.

Able to inculcate most of the values/attitudes at appropriate stage/time of the lesson. Able to motivate students through the usage of expressive and effective

Able to effectively inculcate all the values/attitudes at appropriate stage/time of the lesson. Able to motivate students through the usage of expressive and effective

f. Communication Has problems with pronunciation and usage of language to communicate

Uses clear and suitable language.

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with individuals/ students / class. No variation in voice intonation and speaking style. Insensitive to students level of language usage. g. Class Management Has problems in managing and controlling the class. Learning environment is not conducive. Insensitive to students discipline. Class discipline is uncontrolled. Frequently taking actions that are inaccurate in handling students behaviour. Indecisive in facing disturbing students. Instructions are confusing. h. Time management Poor time management. i. Closure Unable to finish the lesson. Unable to summarize / conclude the lesson. No reinforcement / enrichment. Students disperse / exit the class without clear instructions Indiscipline class dispersion.

Shows effort in varying voice in terms of articulation, tone, and intonation. Sensitive to students level of language usage.

language. Stimulating and exuberant delivery of lesson.

language. Excellent voice quality in terms of articulation, tone, and intonation. Pronunciation clear, accurate, attractive and able to sustain students attention. Successful in generating a conducive, pleasant and unstressful learning environment. Able to handle problems that arise efficiently and wisely. Successfully in sustaining the attention of all the students. Able to handle effectively any unforeseen disturbances.

Moderately able to generate a partly conducive learning environment. Able to get students to do individual / group activities but insufficient control / monitoring. Sensitive to learning environment but unable to benefit from it. Instructions are clear but not followed by students due to lack of reinforcement. Moderate time management.

Successful in generating a conducive learning environment for most of the students. Able to manage learning activities satisfactorily. Able to successfully motivate a majority of the students. Shows effort in controlling students discipline but still exhibit minimal indecisive actions. Instructions clear and obeyed. Good time management.

Excellent time management.

Shows effort in concluding the lesson but unrelated to the lesson topic. Not all of the main points/facts are reviewed /summarized. Instruction for dispersion is given but the implementation is not properly controlled.

Suitable but unattractive closure of the lesson. Able to successfully summarize / conclude the lesson. Reinforcement of most of the main contents/concepts.

Conclude the lesson with effective enrichment /evaluation activities. Able to highlight all main contents/concepts. Able to manage the students effectively. Instruction for orderly dispersion is given and the implementation is very disciplined and controlled. Suggested further activities are given.

Suggested further activities are given.

j. Attainment of Learning Objectives Failed to attain all learning outcomes. A few of the learning outcomes are attained. Level 2 Most of the learning outcomes are attained. Level 3 All learning outcomes are attained. Level 4

(C) REFLECTION
Level 1 a. Identification of strength and weaknesses Unable to identify the strength and weaknesses of the lesson. b. Suggestion of follow up action
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Identify the strengths and weaknesses but unable to describe them.

Identify the strengths and weaknesses but unclear description.

Identify and describe clearly the strengths and weaknesses.

Unable to relate cause and effect of every action during implementation of macro teaching. No suggestion to overcome weaknesses c. Attainment of experience / knowledge Unable to state elements of new experiences / knowledge gained. d. Level of thinking skills Shows poor analytical and critical level of thinking. e. Relating theory and practice Unable to relate theory and practice.

Unable to relate cause and effect of every action during implementation of macro teaching. Unable to suggest suitable actions to overcome the weaknesses.

Able to relate cause and effect of every action during implementation of macro teaching. Able to suggest some suitable actions to overcome the weaknesses.

Able to relate cause and effect of every action during implementation of macro teaching. Able to suggest suitable and relevant actions to overcome weaknesses.

Able to state some new experiences / knowledge gained but description unclear. Shows moderate analytical and critical level of thinking.

Able to state clearly some new experiences / knowledge gained.

Able to state clearly new experiences / knowledge gained.

Shows good analytical and critical level of thinking.

Shows excellent analytical and critical level of thinking.

Able to relate theory and practice but unable to describe them. Level 2 Neatly attired, polite and good mannered. Shows effort in eliciting a friendly and unstressful environment amongst students. Sensitive to the needs of students and shows effort in handling problems.

Able to relate theory and practice but unclear description. Level 3 Neatly attired, polite, good mannered, friendly and shows qualities of a good teacher.

Able to relate and describe clearly theory and practice.

(D) ATTITUDE
Level 1 a. Self appearance Attire unsuitable with profession and place. Unable to adapt to current situation and condition. Level 4 Shows confidence in all undertakings, friendly, a good sense of humor, polite and good mannered.. Shows qualities of a good teacher. Shows humanistic characteristics such as sensitive, friendly, patient, empathy, considerate and concerned with students welfare and safety. Able to take suitable action for every problem faced. Practices professional characteristics. Willing to sacrifice time and effort. Shows responsibility, commitment and determination.

b. Concern Does not show concern to the needs of student with different problems and ability.

Shows humanistic characteristics such as sensitive, friendly, patient and concerned with students problems and needs.

c. Professional characteristics Shows nonprofessional characteristics such as irresponsible, undedicated, lack of determination, reluctant to sacrifice time, and does not contribute ideas.

Aware of the professional characteristics of a teacher.

Practices professional characteristics, motivated, determined and contributes ideas and opinions.

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