'The class was engaging and well organized.' It's encouraging feedback, but it leaves a question: what did the reviewer see that supports the judgment? A useful observation report helps the reader follow that connection.
The handbook includes an illustrative teaching review. Use a sample to understand structure and specificity, while keeping the actual report grounded in the evidence and requirements of the review being conducted.
Establish the context and scope
Identify the course, observed session, materials examined, and applicable purpose or criteria. Explain relevant context the reader needs. Don't let a limited observation sound like a review of every aspect of the instructor's work.
Use the format and process required locally where applicable.
Describe an observation before drawing the inference
A fictional example might read: 'The instructor asked students to identify a claim in the case, gave them time to write individually, and then invited pairs to compare the evidence behind their answers.'
That gives the reader a visible event. A corresponding interpretation might be: 'The sequence provided a structured opportunity to prepare an answer before whole-class discussion.'
The observation doesn't by itself establish that every student learned the concept or that the same pattern occurred throughout the course.
Connect the judgment to the relevant criterion
Explain why the observed practice matters for the stated learning goal or review focus. If the report discusses clarity, interaction, or assessment, identify the evidence used for that assessment.
A general compliment becomes more useful when the reasoning is visible.
Include concerns with comparable care
Describe what was unclear, the consequence or question it raises, and any appropriate suggestion. Distinguish an observed difficulty from an assumption about its cause.
Some questions may require additional context rather than an immediate negative or positive conclusion.
Make limits and next steps clear
Identify what wasn't examined and avoid extending the judgment beyond the record. Follow the designated discussion, documentation, and confidentiality process. The instructor can then consider a response grounded in what the review actually supports.
Read a draft report and underline each evaluative claim. Can you point to the observation or material behind it? Where the connection is missing, add evidence, narrow the claim, or identify the uncertainty. That makes the report easier to understand and more useful for teaching.
Adapted from the illustrative review in The New Faculty Handbook by Zafer Unal, pp. 201-203. The short observation above is fictional and demonstrates reporting structure.
