Lesson Plan Evaluation Rubric
| Elements | 0 points | 1 points | 1.5 points | 2 points |
| Curriculum and Standards | The lesson provides no connection to core curriculum or a standard course of study or to state and/or national curriculum standards. | The lesson appears to be related to curriculum standards but the connections are not made explicit. | The lesson provides connections to core curriculum with clear references to standards. | The lesson supports core curriculum content appropriate to the targeted student group, is aligned with curriculum standards, and would be well integrated with a unit of study. |
| Student- Centeredness |
The lesson is flat and uninspiring. There is no evidence of student choice or flexibility in pace, topic or end product. | The lesson has some appeal, but student choice and flexibility are limited. May not involve higher-level thinking. | The lesson is appealing, and there is evidence of instructional flexibility or accommodation of students' interests. Higher-level thinking is invited. | The lesson is appealing, and it engages students' higher-level thinking. It supports student choice and encourages students to take responsibility for their learning by having at least one section that is open-ended. |
| Instructional Design/ Usability | The lesson seems incomplete or sketchy. The teacher's role is often unclear. Teacher would need to do significant work to actually use the lesson. | The lesson procedure is nearly complete, but lacks depth. It does not offer strategies for adaptations to students with special needs or learning style preferences. Teacher may need to seek out resources for the lesson. | The lesson procedure and resources are complete and in depth, but lacks details in adapting for students with special needs or learning style preferences. It does not acknowledge potential challenges in implementing the lesson. | The lesson procedure and resources are complete, deep, and adaptable. It offers extensions for more motivated learners and/or adaptations for students with special needs or learning style preferences. It identifies potential challenges inherent to the lesson and suggests alternative instructional strategies. |
| Assessment | There is no evidence of connection to educational objectives nor assessment strategies. | There is some mention of educational objectives, but inadequate or incomplete references to assessment. | There is some identification of educational objectives and assessment strategies and tools. | Educational objectives are clear, obtainable, and measurable. Assessment strategies are described and an assessment tool such as a rubric is given. |
| Use of
Technology Access to available real-world situations (graphics, video, audio); multi-sensory representations (auditory, graphic, text); independent opportunities for skill mastery; collaborative activities and communication; access to concepts through hypertext, interactivity, or customization features; use of the tools of scholarship (research, experimentation, problem solving); simulated laboratory situations |
The lesson's use of technology treats students as passive recipients of information, is not well-defined, or is trivial. | The lesson's use of technology is focused but does not involve students in any of the ways described at left. | The lesson's use of technology enables students to be meaningfully involved in one of the modes of learning described at left. | The lesson's use of technology helps students achieve their learning objectives by involving them in more than one of the modes of learning described at left. |
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| Grand Total | ||||
This rubric adapted from a rubric found at
http://www.classroom.com/edsoasis/TGuild/MsRubric.html
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