Which of the following would not be a good example for appraisal evidence of instructional goals?

The best choice for an example that would not constitute good appraisal evidence of instructional goals is a verbal explanation of activities addressing a specific instructional goal. Strong appraisal evidence should be objective, quantifiable, and easily verifiable to assess the effectiveness of instructional strategies. A verbal explanation lacks the concrete, demonstrable quality of the other options, making it less effective for appraising instructional goals.

In contrast, the other options provide tangible evidence of goal attainment or alignment. For instance, a DVD of student presentations offers visual confirmation of students engaging with instructional goals and showcases their mastery of the material. A data chart showing pre-test and post-test results quantitatively illustrates the impact of instruction on student learning, showcasing improvement and effectiveness through measurable outcomes. Finally, a list detailing professional development courses shows educators' proactive engagement in improving their teaching practices with respect to the goals, while also connecting professional growth to student learning. Each of these examples serves to substantiate instructional efforts and outcomes in a straightforward, assessable manner, which is crucial in an appraisal context.