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Section IV Assessment 2 Rubric
UNIT PLAN RUBRIC
Weighted Score
Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Does Not Meet
Expectations
X 1
TITLE &
PURPOSE
Title & purpose
are clear & align
with standards
Title & purpose
reflect contents
Title & purpose
given
Title & purpose
vague or missing
X 15
LESSON PLANS
See attached lesson rubric
All components of the
lesson plan are included
and are of excellent
quality
All components of
the lesson plan are
included to a
satisfactory level
Some components
of the lesson plan
are missing or
inadequately
addressed
Most components of
the lesson plan are
missing or
inadequately
addressed
X 5
OBJECTIVES Observable, relates to
purpose, include higher
level thinking skills
Observable relates to
purpose
Objectives given Objectives unclear or
not related to purpose
X 5
ACTIVITIES Meaningful,
motivating, objective-
base, open ended
inquiry based
Objective based,
meaningful student-
centered
Objective based,
meaningful
Activity limited or
does not relate to
objective
X 3
RESOURCES &
MATERIALS
Creative, connect to
“real world” & variety,
effectively integrates
technology
Variety of resources
included, integrates
technology
Resources included Resources limited or
not included
X 4
INTRODUCTION Motivating attention-
getting taps prior
knowledge
Attention-getting,
taps prior knowledge
Taps prior
knowledge
Lesson introduction
minimal or lacking
X 4
CLOSURE Summarizes & includes
lesson objectives and
future plans
Summarizes &
includes lesson
objective
Summarizes Closure limited or not
connected to lesson
objectives
X 5
MEETING
INDIVIDUAL
NEEDS
Provides choices and
open-ended activities
for all abilities
Students have
choices & variety of
tasks of varying
levels
Student tasks align
with objectives
Tasks partially allow
or do not allow for
individual differences
X 5
EVALUATION Variety of assessment
strategies included &
consistent with
objectives
Both pupil and
teacher assessment
included
Includes teacher or
pupil assessment
strategies
Limited or no
assessment strategies
included
X 3
ORGANIZATION
AND QUALITY
Well-planned,
sequential, clearly
organized, thorough
development
Organized, sequential Some organization Minimal or no
organization and
development
TOTAL
LESSON PLAN RUBRIC (points possible: 100)
Exceeds Expectation Meets Expectations Needs Improvement Does Not Meet Expectations
Points Earned Purpose-Goals
10 points
Matched and clearly connected to KS Standards; Major concepts and assumptions of learning are developmentally appropriate (10-9 points)
Matched but not clearly connected to KS standards; Most concepts and assumptions of learning are developmentally appropriate (8-6)
Not adequately matched or connected to KS Standards; Concepts and assumptions of learning are sometimes not clear or not listed (5-3)
Not matched or connected to KS Standards; Concepts and assumptions of learning are not clear or not listed (2-0) **Objectives *** Subject matter knowledge, skills and application
Reasoning ability
20 points
Objectives are obviously observable and measurable; Clearly stated application of subject matter knowledge and skills; Includes the three domains; cognitive, affective, psychomotor – across all reasoning levels; lower, middle, high (20-19 points)
Objectives are somewhat observable and measurable ; Stated application of subject matter knowledge and skills; Some domains are included, but not all three or not across all levels (17-15)
Objectives are either not observable or not measurable; Minimal application of subject matter knowledge and skills; Domains and levels are addressed limitedly
(14-8)
Objectives are not observable and also are not measurable; Application of subject matter knowledge and skills not evident; Domains and levels are not addressed (14-0)
Anticipatory Set
5 points
Lesson is creatively opened by tapping interest & prior knowledge, and procedures are described (5-4 points)
Some attempt to open lesson by tapping interest & prior knowledge, and describe procedures (3-2)
Limited attempt to tap interest & prior knowledge, and describe procedures (1)
Does not tap interest & prior knowledge, and describe procedures (0)
Procedures
20 points
Detailed all content and resources required for instruction; Includes a variety of teaching strategies using Multiple; Intelligences theory; Used multiple methods or inquiry for student learning incorporating Bloom’s taxonomy; effective use of technology (20-18 points)
Detailed some content required for instruction; Some teaching strategies included with use of MI theory; Some methods of student inquiry listed; some open ended questions included; appropriate use of technology (17-15)
Limited details provided to teach content; Teaching strategy not clear or MI theory not evident; Limited methods of student inquiry used; lower level questioning; some use of technology
(14-12)
Details are not provided to teach content; Teaching strategy not clear or MI theory not evident; Methods of student inquiry not evident; lower level questioning; limited use of technology (11-0)
Special Accommodati ons
20 points
Specific strategies designed to promote success for all students based on Time- Circumstances, Tasks, Communication, Response Modes; Differentiated Instruction clearly evident (20-18 points)
Strategies designed to allow success for most students based on Time- Circumstances, Tasks, Communication, Response Modes; Some Differentiated Instruction evident (17-15)
Some strategies not specific enough to support student learning based on Time-Circumstances, Tasks, Communication, Response Modes; Limited evidence of Differentiated Instruction
(14-12)
Strategies not specific enough to support student learning based on Time- Circumstances, Tasks, Communication, Response Modes; No evidence of Differentiated Instruction (11-0) Closure
5 points
Summary provided to reinforce learning and link to future learning (5-4 points)
Some summary provided to reinforce learning (3-2)
Limited use of summary to reinforce learning (1)
Summary not evident or does not reinforce learning (0) Assessment
20 points
Appropriate and connected to all objectives Specific description of both formative and summative assessments; Details at least two different ways to represent learning; e.g. concept map, quiz, reflective response (20-18 points)
Appropriate; connected to some objectives; Plans for both formative and summative assessment; States at least two different ways to represent learning; e.g. concept map, quiz, reflective response (17-15)
Connected to objectives to a limited degree; Plans for either formative or summative assessment; States one way to represent learning; e.g. concept map, quiz, reflective response (14-12)
Not connected to objectives or not appropriate; Does not include plans for either formative or summative assessment; Does not include any ways to represent learning (11-0)
*Objectives are evaluated in each education course as specific to requirement and content. Total Points Earned:
