Non-Evaluative STEM Instructional Feedback
Indicators targeting STEM instructional practices with correlation to RISE Evaluation
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Observer (email) *
School *
Date *
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Time *
Time
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Grade Level Observed *
Educator Observed (Last Name, First Name) *
Observational Focus *
Challenging Problem or Question
The teacher uses the challenge, problem, or driving question to frame the instruction *
Students can connect or relate to the challenge *
The challenge or problem is engaging for students *
The challenge or problem is open-ended and aligned to learning outcomes/standards *
The challenge or problem pushes students to learn key content knowledge and understandings they need to gain from the project *
Sustained Inquiry
There is a list of inquiry questions posted or presented *
The list of student questions for inquiry is actively used to guide instruction *
The list of student questions for inquiry include comprehensive questions about content knowledge, skills, and the process for the project *
Students are engaged in a process where they are asking and seeking answers to their own questions *
Students are using multiple sources of information to answer their questions *
Authenticity
The content of the project is authentic *
The tasks students are engaged in are authentic and relevant to their lives *
Engagement tasks mirror those of real-world professionals *
Students have the opportunity to engage with tools of real-world professionals *
The project will have an authentic impact *
Students are able to explore their personal interests through the project  *
Student Voice and Choice
Student products vary *
Student presentation of work and products vary *
Students make decisions about the use and structure of their independent work time *
Students make decisions about the structure of their collaborative time *
Students are answering questions they have devised on their own *
Reflection
Students use journals or other methods to reflect during and after projects *
Students are prompted to think about their thinking *
Students are prompted to reflect on task performance *
Dialogue around student tasks and student performance is part of classroom routines *
Students set goals for themselves and reflect on their progress towards those goals *
Critique and Revision
Students are engaged in conversation and product development *
Teacher models the use of effective feedback to refine product quality *
Experts from outside the classroom are used to support product development and/or refinement *
Students produce multiple iterations of their products *
Students seek feedback from peers *
Public Product
Students have the opportunity to share their work publicly with their peers and parents *
Students exhibit 21st century skills *
Students engage with a public audience beyond their classmates *
Praise *
Question *
Polish *
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