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LEGEND:
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Link to a PDF document |
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Link to non-governmental site and does not
necessarily represent the views of the CDC |
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Appendix C: Quality Assurance
Program Assessment Form: Community Educator |
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TOPIC: _______________ EDUCATOR:____________________ GROUP (TYPE
& SIZE): ___________ REVIEWER: ____________
DATE: __________TIME: ________ PROGRAM LENGTH: _______
DIRECTIONS: Check the appropriate columns to indicate degree to which the
educator met performance criteria:
WELL – would indicate met criteria well.
ADEQUATELY – would indicate met criteria adequately.
NEEDS ATTN – needs attention and supervisory guidance to meet criteria.
N/A – would indicate this criteria did not apply to this situation
Check only within and not between the boxes. If undecided, use "comments"
section to clarify.
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WELL |
ADEQUATELY |
NEEDS
ATTN |
N/A |
INTRODUCTIONS
- Introduces self by name and title.
- Introduces others as appropriate.
- Clearly states purpose, goals, and objectives for session.
- Starts program at or within 10 minutes after starting time.
- Attends to participants' physical comfort.
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| COMMENTS:
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CONTENT
- Selects program content relevant to agency goals and audience needs.
- Imparts factual information.
- Displays confidence in knowledge of material.
- Provides background and supporting evidence to substantiate facts stated by participants and by self.
- Organizes activities and information in clear manner.
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PROFESSIONAL PRESENCE
- Dresses in a manner that doesn't detract from aims of presentation.
- Remembers and uses names of people, as appropriate.
- Is tactful when discussing controversial topics.
- Imparts attitudes and information consistent with agency goals and policy.
- Avoids careless use of slang words.
- Uses grammatically correct English.
- Handles unexpected or difficult questions with minimal display of embarrassment or confusion.
- Makes positive and tactful corrective statements.
- Acknowledges contrary viewpoints.
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STRUCTURE
- Focuses attention on topic with films, pre-test, or other motivational techniques.
- Selects teaching methods geared to audience and content (i.e., brainstorm, lectures, etc.).
- Selects teaching materials that enhance lesson plan.
- Allows sufficient time for activities.
- Modifies teaching plan as indicated by audience response.
- Keeps session on track, sticks to the point.
- Creates opportunities for questions, comments, clarifications, and expression of opinions and feelings (elicits and pauses, etc.).
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PROCESS SKILLS
- Uses descriptive and reinforcing gestures.
- Maintains eye contact with entire audience.
- Adapts vocabulary level to understanding of group.
- Enunciates and projects voice clearly.
- Sets stage for activities and materials.
- Explains materials used.
- Demonstrates knowledge and skill in operating a.v. Equipment.
- Uses illustrative examples.
- Encourages all participants to be involved in activities.
- Avoids lags in flow of presentation.
- Acknowledges and accepts statements of feelings and experiences of others.
- Listens actively.
- Affirms information accurately.
- Restates/clarifies/ emphasizes participants' comments and questions.
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CONCLUSION
- Summarizes major program points.
- Reviews program objectives before concluding.
- Helps group identify further human or material resources.
- Remains available for individuals to approach them after the program.
- Uses a tool to assess participants' satisfaction with program and program impact.
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| COMMENTS:
COMMENTS ON CONCLUSION:
AUDIENCE RESPONSE TO SPEAKER:
OVERALL SUGGESTIONS AND REMARKS:
SPEAKER'S COMMENTS AND SIGNATURE: |
Go to Appendix D
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