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Non-Evaluative STEM Instructional Feedback
Indicators targeting STEM instructional practices with correlation to RISE Evaluation
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Observer (email)
*
Your answer
School
*
Mt. Vernon Jr. High
Mt. Vernon Sr. High
Date
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MM
/
DD
/
YYYY
Time
*
Time
:
AM
PM
Grade Level Observed
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Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Educator Observed (Last Name, First Name)
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Your answer
Observational Focus
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Your answer
Challenging Problem or Question
The teacher uses the challenge, problem, or driving question to frame the instruction
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Yes
No
Not Observed
Students can connect or relate to the challenge
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Yes
No
Not Observed
The challenge or problem is engaging for students
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Yes
No
Not Observed
The challenge or problem is open-ended and aligned to learning outcomes/standards
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Yes
No
Not Observed
The challenge or problem pushes students to learn key content knowledge and understandings they need to gain from the project
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Yes
No
Not Observed
Sustained Inquiry
There is a list of inquiry questions posted or presented
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Yes
No
Not Observed
The list of student questions for inquiry is actively used to guide instruction
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Yes
No
Not Observed
The list of student questions for inquiry include comprehensive questions about content knowledge, skills, and the process for the project
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Yes
No
Not Observed
Students are engaged in a process where they are asking and seeking answers to their own questions
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Yes
No
Not Observed
Students are using multiple sources of information to answer their questions
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Yes
No
Not Observed
Authenticity
The content of the project is authentic
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Yes
No
Not Observed
The tasks students are engaged in are authentic and relevant to their lives
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Yes
No
Not Observed
Engagement tasks mirror those of real-world professionals
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Yes
No
Not Observed
Students have the opportunity to engage with tools of real-world professionals
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Yes
No
Not Observed
The project will have an authentic impact
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Yes
No
Not Observed
Students are able to explore their personal interests through the project
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Yes
No
Not Observed
Student Voice and Choice
Student products vary
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Yes
No
Not Observed
Student presentation of work and products vary
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Yes
No
Not Observed
Students make decisions about the use and structure of their independent work time
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Yes
No
Not Observed
Students make decisions about the structure of their collaborative time
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Yes
No
Not Observed
Students are answering questions they have devised on their own
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Yes
No
Not Observed
Reflection
Students use journals or other methods to reflect during and after projects
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Yes
No
Not Observed
Students are prompted to think about their thinking
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Yes
No
Not Observed
Students are prompted to reflect on task performance
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Yes
No
Not Observed
Dialogue around student tasks and student performance is part of classroom routines
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Yes
No
Not Observed
Students set goals for themselves and reflect on their progress towards those goals
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Yes
No
Not Observed
Critique and Revision
Students are engaged in conversation and product development
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Yes
No
Not Observed
Teacher models the use of effective feedback to refine product quality
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Yes
No
Not Observed
Experts from outside the classroom are used to support product development and/or refinement
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Yes
No
Not Observed
Students produce multiple iterations of their products
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Yes
No
Not Observed
Students seek feedback from peers
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Yes
No
Not Observed
Public Product
Students have the opportunity to share their work publicly with their peers and parents
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Yes
No
Not Observed
Students exhibit 21st century skills
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Yes
No
Not Observed
Students engage with a public audience beyond their classmates
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Yes
No
Not Observed
Praise
*
Your answer
Question
*
Your answer
Polish
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Your answer
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