Formative Classroom Observation

There are two types of classroom observations: formative and summative. Summative observation has as its primary goal performance evaluation. Formative observation, which is the type the CTE supports, has the primary goal of informing and enhancing teaching and learning. The instructor typically determines the goals of the observation, and a CTE Faculty Teaching Associate (FTA) focuses on collecting observational data that will inform and enhance the post-observation consultation meeting. The observation is followed by a consultation between the instructor and FTA. The nature of the consultation is collegial and supportive, with a focus on sharing and discussing constructive feedback. The process is entirely confidential.
Because the observation process is formative and not evaluative, the FTA will provide no written documentation to the instructor. It is up to the instructor to take notes on the meeting and, if desired, to document what was learned, perhaps using the fillable pdf reporting form (see “Documenting Your Formative Classroom Observation and Consultation” below).

Here is how the observation process works.

Before the Observation

• An instructor submits the request form below for a formative classroom observation to the CTE. The form includes (1) questions for the instructor to help the FTA prepare for the observation; and (2) an option to have a brief pre-observation meeting to discuss the instructor’s expectations for the observation.

• Upon the CTE’s receipt of the observation request, the instructor and FTA will receive an email that they have been matched for an observation and schedule the date together. 

During the Observation

The FTA attends and observes the class on the day assigned, observing and taking notes based on the information provided by the instructor on the request form and in the pre-observation meeting, if there was one.

After the Observation

The post-observation meeting is a conversation between the instructor and FTA about the FTA's observations and insights, guided by the instructor’s goals for the observation. The instructor and FTA will discuss and interpret results and may create a plan for an instructional response. 

After the post-observation consultation meeting with the FTA, instructors are encouraged to document the observation process and reflect on how it has informed their teaching. They may do so by downloading and completing this fillable pdf form. When completed, this report is suitable for inclusion in a teaching portfolio as a measure of teaching effectiveness.

Drew, S., et al. (2017). Formative observation of teaching: Focusing peer assistance on teachers’ developmental goals. Assessment & Evaluation in Higher Education, 42(6), 914-929. https://research.ebsco.com/c/zqi6vd/viewer/pdf/nmd7qlc2cr?route=details

Melhuish, K., et al. (2023, Oct 1-4,). Using a formative evaluation framework to validate a teaching observation tool. Paper presented at the 45th annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV. https://files.eric.ed.gov/fulltext/ED658107.pdf

Young, C., et al. (2024). Engaging classroom observation: A brief measure of active learning in the college classroom. Active Learning in Higher education, 26(1). https://doi.org/10.1177/14697874241229421

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