International Journal of Learning & Development ISSN 2164-4063 2014, Vol. 4, No. 3 www.macrothink.org/ijld 85 Analysis of Observation Lesson based on Oral-Communication Skills Samra BUJAK International Burch University, Sarajevo, Bosnia and Herzegovina Email: samra_sa18@hotmail.com Azamat AKBAROV International Burch University, Sarajevo, Bosnia and Herzegovina Email: aakbarov@ibu.edu.ba Doi:10.5296/ijld.v4i3.6029 URL: http://dx.doi.org/10.5296/ijld.v4i3.6029 ABSTRACT As the education system increasingly focuses on teachers and teaching, educators, policy-makers, and researchers need valid and reliable measures that can be used to evaluate individual teachers, provide guidance for improving teaching performance, and support research in ways that advance instruction and classroom dialog and practice. A new generation of classroom evaluation tools has recently been developed to support evaluation of teaching. Live observations tend to be the standard for studies of teaching and teacher evaluations in practice. They have the benefit of the observer being in the teacher`s physical classroom. This is valuable for teacher evaluations because it gives observation scores credibility among teachers. My observation was focused on oral-communication skills and oral-communication assessment. So I observed a professor at International Burch university while having oral-communication class with the upper-intermediate level students, and took some notes. Two hours of observation. It was focused observation method; lesson was particularly focused on speaking skills and oral-communication assessment. Key words: - communication, observation, methods, assessment, development Introduction Classroom observation became very important tool in evaluating teaching performance. It`s designed not to evaluate the teacher but to improve teaching performance. When it comes to classroom observation there are different feelings and interpretations among teachers. Some professors/teachers are negatively inclined toward classroom observation. Why? Because they consider it as something bad; somebody is coming there to evaluate my performance. And as we know students don`t like to be evaluated so professors don`t like it, too. Classroom observations are not designed for evaluation, the purpose of classroom observation is to improve teaching performance; it`s designed for the purpose of professional development. In the last few years, classroom observations became very popular. The teachers are realizing their real purpose, the benefits of classroom observation and how important they are for their professional development. Literature Review “Classroom observation is an important part of initial teacher training and feedback providing an invaluable opportunity for trainee teachers to improve their teaching, to get advice from, and