Lesson Outline and Assessment Rubic

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Running Head: LESSON OUTLINE AND ASSESSMENT RUBIC

LessonOutline and Assessment Rubic

LessonOutline and Assessment Rubic

Thestudents will need to learn about Population growth and economicdevelopment. They will need to know how the population growth indeveloping countries influences the development. They will also needto understand if the population growth is a desirable phenomenon oneconomic development. The teacher will apply the MalthusionPopulation Model to ensure an understanding of the topic. The teacherwill give internet links to the students, which will give them theinformation that is appropriate for further reading on the topic,particularly, the teacher directs that students use the university’sand faculty’s library links. The assessment will be conducted inthe manner shown in the Rubric below (LeeHo,2007).

Performance expectation

Beginning

4

Developing

6

Accomplished

8

Exemplary

10

Rubric Score

standards

There is no reference made to the standards

Related content standard is little seen

Related content standard is mostly seen

Related content is fully detailed

Objectives/Learning targets

Lesson objective(s) lack of clarity and or measurability connection to standard not apparent

Lesson objective(s) somewhat clear and measurable partial connection to the standard

Lesson objective(s) are clear, measurable, and specific to the standard

Lesson objectives are clear and measurable learning progression is evidenced

Materials and use of technology

List of materials and use of technology given limited attention in the lesson

List of materials and / or use of technology is incomplete or inaccurate. Teacher created hand outs and/ or other reproduced handouts are not attached to the lesson plan

List of materials and technology is provided and accurate for both teacher and students. All handouts, both teacher created and those reproduced from other resources, are attached to the lesson plan

Detailed list of materials/ technology is provided for both teacher and students. All handouts, both teacher created and those from other resources, are referenced in the procedures and attached to the lesson plan

Little or no attempt to gather students’ attention and/ or set a purpose for the lesson

Inadequate attempt gather student’s attention and/ or set a purpose for the lesson

Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language partially states what the teacher will say

Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language fully states what the teacher will say

Procedures

Lesson plan has no match between procedures and objectives no modeling no evidence for guided or independent practice plan missing necessary details for teacher’s actions

Lesson plan limited match between procedures and objectives limited teacher modeling or examples provided few opportunities for guided and independent practice plan missing necessary details for teacher’s actions

Lesson plan has clear match between procedures and objectives adequate teacher modeling or examples provided some opportunities for guided and independent practice sufficiently details teacher’s actions step by step in first person

Lesson plan has explicit match between procedures and objectives multiple teacher modeling or examples with opportunities for guided and independent practice thoroughly details the teacher’s step by step actions in first person

Performance expectation

Beginning

4

Developing

6

Accomplished

8

Exemplary

10

Rubric Score

Assessment (Formative and Summative

No assessment provided for the lesson, or assessment does not measure objectives

Assessment provided for the lesson but inaccurately measures the objectives

Formative and/ or summative assessment has clear relationship to the lesson objectives

Formative and summative assessment are defined, showing clear relationship to all objectives address in the lesson

Closure

Lesson ends without review limited to clean up and / or transition to next activity

Lesson ends with limited review focus on clean up rather than student learning

Teacher reviews lesson by summarizing and/ or reviewing what was taught some student engagement

Students review the lesson by summarizing and/or sharing what they learned teacher revisits the purpose for the lesson

Differentiation

Superficial or little attempt to differentiate

Differentiation is not linked to learner characteristics

Differentiation is linked to individual learner characteristics with adequate detail

Anticipates and plans ahead for any necessary class wide differentiation

Professional Writing

Poor quality of professional writing is evidenced by 9 or more errors in clarity of writing, spelling, usage and/or grammar

Fair quality of professional writing is evidenced by 5-8 errors in clarity of writing, spelling, usage and/ or grammar

Professional writing evidenced by 1-4 errors in clarity of writing, spelling, usage and/ or grammar

Professional attention to formal writing is evidenced by clarity in writing as well as absence of spelling, usage, and grammatical errors

Reference

LeeHo,.(2007). Exploring learners’ participation in the development of thescoring rubric for EFL essay-writing assessment.Englishlanguageteaching,19(4),279-11. http://dx.doi.org/10.17936/pkelt.2007.19.4.011