EVIDENCE vs. OPINION
Teacher evaluators can confuse descriptions of classroom practice with opinions about classroom practice. Opinions can be a reflection of one’s biases and personal preferences, particularly when they are not supported by evidence. Descriptions (evidence) and opinions differ in the following way:
Description of Classroom Practice: Observer records an event with no interpretation
Opinion About Classroom Practice: Observer interprets an event based on own beliefs about teaching
To consistently apply any instructional rubric to observations of classroom practice, it is essential to be able to make observations of evidence that stand independent of opinions.
EVIDENCE / OPINIONfact-based / draws conclusions
objective / subjective
free of value judgment / may include value judgment
Evidence Types:
Verbatim scripting of teacher or student comments:
“Would you please pass your homework to your table leader.”
“Before class ends today, let’s review what we have learned.”
Non-evaluative statements of observed teacher or student behavior:
The teacher circulated throughout the classroom checking students’ work.
Students entered the classroom and found their seats before the bell rang.
Numeric information about time and student participation:
Five students were not called upon to answer a question during the class period.
The video took 15 minutes to view and was followed by a 30-minute teacher-led discussion
An observed aspect of the environment:
The lesson objectives for the day were written on the board.
The materials for the experiment were located at each lab table.
Identify each statement as evidence (E) or opinion (O) by placing a check mark in the space provided.
Evidence or Opinion? / E / O1. / Some students have difficulty staying engaged throughout the lesson.
2. / The teacher said, “The Revolutionary War and its aftermath was a missed opportunity to address the slavery issue in this country.”
3. / The teacher called upon every student during class period.
4. / “Today we will be discussing climate change.”
5. / The seating arrangement is not appropriate for high school students.
6. / Your attempt to bring closure to the lesson was ineffective.
7. / Planning was evident in this lesson.
8. / Near the end of class, three students put their books in their backpacks.
9. / You indicated that students could turn in homework on Monday rather than Friday.
10. / 50% of the females and 10% of the males were asked to offer an opinion.
11. / You used a PowerPoint presentation to deliver information to students.
12. / The class did not seem too interested in what you were doing in class.
13. / The teacher used appropriate discipline to get control of the class.
14. / “Turn around Felipe. You are not paying attention.”
15. / Each student has a bin to store his/her art supplies
16. / Three students left to go to the bathroom during the class period.
17. / Mrs. Johnson used a jigsaw activity to begin class.
18. / Teacher believes cultural understanding is an important goal for this class.
19. / Teacher asks, “What are some of the causes of a heart attack among males?
20. / You are showing growth in getting your students to think.
21. / After taking attendance, you asked students to turn in their homework.
22. / There is good rapport between the teacher and her students.
23. / Your questions invited students to think more deeply about their behavior.
24. / Hussein is working at grade level in math according to the benchmark assessment.
25. / Mr. R directed the students to make corrections to the first draft of their essays.
Adapted from Charlotte DanielsonHandout 3