Effectiveness of teaching has to be judged in terms of

Concept: Effectiveness means the degree to which the intended objectives of an activity are actually attained. Whenever teaching is evaluated, the observable variables fall into three families: input variables (what the teacher brings to the classroom), process variables (what happens while the session is running) and product variables (the change produced in the learner). Because effectiveness is defined by attainment and not by effort, it is a product criterion — the yardstick sits on the learner's side, not on the teacher's activity.

Application: Apply that yardstick to the criteria offered here. How much of the syllabus was transacted, how attentive the class looked, and which aids were brought into the room all describe the teaching act or the setting it happened in; each of them can be recorded in full even for a session after which no learner can do anything new. What learners are able to demonstrate once instruction is over — their learning outcomes — is the only criterion here that registers the change produced in the learner. So effectiveness of teaching has to be judged in terms of the learning outcomes of students.

Cross-check: Mapping each criterion to what it actually records makes the split explicit:

A class can be fully covered, visibly interested and richly aided and still leave its learners unable to apply anything — which is why coverage, interest and aids are treated as means, while attainment of learning outcomes is the end against which teaching effectiveness is measured. Hence the criterion is the learning outcomes of students.