OBSERVATION CHECKLIST

INTRODUCTION
An observation checklist is a thing that an observer is going to look at when observing a
class. This list may have been prepared by the observer or the teacher or both. Observation
checklist not only give an observer a structure and framework for an observation but also
serve as contract of understanding with teacher ,who may as a result be more comfortable,
and will get specific feedback on aspects of the class. This technique is used for evaluating
interest, attitudes and values of the students have to check either of the two.

DEFINITION
An observation checklist is a list of things that an observer is going to look at when
observing a class. This list may have been prepared by the observer or the teacher or both. If
not, the observer may intimidate the class and the data gathered may not be accurate.

( According to Wikipedia )

An observation checklist is a list of things that an observer is going to look at when observing
a class. This list may have been prepared by the observer or the teacher or both. Observation
checklists not only give an observer a structure and framework for an observation but also
serve as a contract of understanding with the teacher, who may as a result be more
comfortable, and will get specific feedback on aspects of the class.

(www.teacherenglish.org.uk)

For example

The teacher has asked the observer to look at the issue of timing so the observer’s checklist
includes these questions:

Do the teachers follow the timings on the lesson plan?

Does the teacher tell learners how long they have for an activity?

Does the teacher tell learners when time is nearly up?

In the classroom

It is important that learner understand the function of the observer and is pre-warned about
the observation. If not, the observer may intimidate the class and the data gathered may not
be accurate.
 THREE TYPES OF OBSERVATION CHECKLISTS AND WHAT TO
OBSERVE

1. Teacher Observation Checklist

A teacher observation checklist is used by school administrators to evaluate the performance

of teachers to ensure that teaching practices are effective and meet school standards.
Here are the key areas to focus on when performing a teacher observation:

 Effective Planning - This encompasses the preparedness of the instructor in the

subjectmatter(e.g Are assignments and group work planne according to instructional needs?
Does the instructor provide clearly thought out and stated directions? Are materials available
and well organized?)
 Teaching Techniques - This refers to the approach and delivery of the instructor to the
subject matter (e.gDoes the instructor: Make clear and practical demonstrations? Utilize
guides and other available materials related to the lesson? Adjust their teaching method in
accordance with student abilities?)
 Student/ Teacher Relationships - This pertains to how the instructor interacts with
their students academically. (e.g. Does the instructor use positive statements to students?
Does he/ she graciously accept less than “right” responses with slow students? Does he/ she
work maintain a friendly and respectful teacher-student relationship with his/ her pupils?)

2. Classroom Observation Checklist

A classroom observation checklist is a tool used by school administrators to ensure that a

positive and conducive learning environment is provided for the students. Here are the key
areas to focus on when performing a classroom observation:

 Environment - This answers questions such as: Is the classroom welcoming and
organized? Is it generally neat and attractive and does it display materials that are
developmentally appropriate.
 Class Structure - This includes questions such as: Does the instructor take attendance?
Is the lesson plan posted and utilized by the instructor? Does the instructor assign job roles
inside the classroom and rotates assignment to other students?
 Methods - This area answers questions such as: Does the instructor employ non-
lecture learning activities (i.e. small group discussions, student-led activities etc.)? Does the
instructor employ instructional aids (i.e. videos, photos etc.)? Are well-designed materials
provided?
 3. Student Observation Checklist

A student observation checklist is used by teachers to perform an individual or group

evaluation on students regarding their behaviours and interactions within the classroom.
Observation checks allow teachers to examine and adjust their teaching practices to cater the
learning needs of their students and determine ways to correct disruptive behaviours (if any).
Key areas to observe in a student observation are:

 Academic / Instructional Behaviors - This checks for the student’s working

habits and

organizational skills. (e.g Does the student work carefully and neatly? Does he/ she follow
along with instructions and tasks? Is he/ she attentive to instructions and tasks?)

 Social Behaviors - This refers to the interaction of the student with the people they’re
surrounded with in school (including peers and adults). (e.g Is the student friendly and
respectful towards adults and his/ her peers? Does he/ she interact appropriately with peers in
an academic setting?)
 General Behavior and Conduct - This area pertains to the student’s overall behaviour.
(e.g Does the student engage in disruptive behaviours in class? How is his/ her attention
span? What about his/ her activity level?)

A TWO COLUMN FORMAT IS OFTEN USED

An additional column for remarks is useful, brief notes can be jotted down which can be used
for feedback to the student during evaluation conferences.

A major limitation of the checklist is that it does not indicate quality of performance so useful
of checklist of limits to procedure, activities, functions and specific tasks. Only a limited
component of overall clinical performance can be evaluated by checklist.

ADVANTAGES OF CHECKLIST

 Adaptable to most subject matter areas.

 Useful in evaluating those learning activities that involves a procedures process and
some aspects of personal – social adjustment.
 Most useful for evaluating those processes that can be subdivided into a series of clear
distinct, separate actions.
 When properly prepared, they constraint he observer to direct his attention to clearly
specified traits or characteristics.
 Allow interindividual comparison to be made on a common set of traits or
characteristics
 Provide a simple method to record observations
 Objectively evaluate traits or characteristics.
DISADVANTAGES OF OBSERVATION 
1. Problems of the past cannot be studied by means of observation.
2. Having no other option one has to depend on the documents available.
3. Observations like the controlled observations require some especial instruments or tools
for effective working, which are very much costly.
4. One cannot study opinions by this means.
5. Attitudes cannot be studied with the help of observations.
6. Sampling cannot be brought into use.
7. Observation involves a lot of time as one has to wait for an event to happen to study that
particular event.
8. The actual presence of the observer himself Vis a Vis the event to occur is almost
unknown, which acts as a major disadvantage of observation.
9. Complete answer to any problem or any issue cannot be obtained by observation alone.

CONSTRUCTION OF CHECKLIST

 While constructing or preparing checklist following points to be kept in mind.

 Express each item in clear, simple language
 Avoid lifting statements verbatim from the next.
 Avoid negative statements whenever possible.
 Make sure that each item is clearly yes or no, true or false and the like review the
items independently.
 PGIBAMS COLLEGE OF NURSING, RAIPUR

Student Name: Class:

Date & Time: Name of Evaluator:

Checklist for evaluating student’s performance during sponge bath

Directions: Mark yes or no to indicate whether skills have been demonstrated

S/NO POINTS TO BE EVALUATED YES NO

1 Explain procedures
2 Collects necessary equipment for procedures
3 Arranges equipment for convenient use
4 Prepares the patient for sponge bath
5 Washes hands
6 Follows aseptic technique
7 Maintains privacy
8 Starts from head to lower body part
9 Covers the other body part expect the area being sponged
10 Applies soap
11 Does conversation with the patient , in between
12 Cleans the body parts
13 Dries the patient’s body
14 Give back massage
15 Applies talcum powder on the back of the body
16 Removes equipment
17 Changes the gown of the patient
18 Make patient comfortable
19 Completes documentation
20 After care of equipment’s
21 Student knows the purpose of sponge bath
22 Knows the scientific principles of sponge bath
23 Has complete knowledge about sponge bath
24 Knows the rationale of every nursing action
25 Possess confidence during performance
26 Has clear and audible voice
27 Gently performs every action
28 Maintains good rapport with the patient
TOTAL:
SCORING CRITERIA -

22-28: Excellent 18-21: Good

08-14: Average 0-7: Poor

Remark ………………………………………………………………………………………

Student’s signature Teacher’s signature

OBSERVATION CHECKLIST
Your first week at school is key for paving the way. Before diving in, it is of high values to
see (from a teacher’s point of view) how lessons are developed. To help you, here is a
checklist of the basics you should pay attention to. You can go to some lessons, show the
different, teachers what you are doing, tell them why and try to get as much information as
you can.

Source: The checklist is based on the one proposed in Lavery, Clare (2001) language
assistants. British council.

Group Teacher Number of students

Classroom Numbers of lessons a week Age of students
 SUMMARY

An observation is generally done in a classroom to ensure that the teacher is using the proper
teaching methods and that the students are learning in the best environment possible. An
observation is not made to criticize a teacher, but is meant to help the teacher improve on a
variety of things that may not be done in the most efficient way possible. Teachers should
always warn students that there will be an observer in the classroom and should be open
about the purpose of the observer.
 BIBLIOGRAPHY
1. FITZPATRICK EVALUATING TEACHING EFFECTIVENESS “NURSING

EDUCATION PERSPECTIVES” 4TH EDITION 2005 PAGE NO. 109.

2. OWEN S DEVISING “A CHECKLIST TO EVALUATE THE NON VERBAL

ASPECTS OF TEACHING SKILLS AND DELIVERY”NURSE EDUCATION

TODAY 12(5): 392-395.

3. GIBBS T, BRIGDEN D, HELLENBERG D (2014) “ASSESSMENT AND

EVALUATION IN MEDICAL EDUCATION”, SOUTH AFRICAN FAMILY

PRACTICE 48(1): 5-7.

4. DASH SK, PATRO S, KUMAR B (2013) “TEACHING METHODS AND ITS

EFFICACY AN EVALUATION BY THE STUDENTS” JOURNAL OF INDIAN

ACAD FORENSIC MED. 35(4): 321-324.

5. DATTA R, UPADHYAY K, JAIDEEP C (2012) “SIMULATION AND ITS ROLE IN

MEDICAL EDUCATION”MED J ARMED FORCES INDIA 68(2): 167-172.