2. Learning Outcomes
At the end of this session, the participants will be able to:
• Explain what is Rubrics Assessment
• Explain what is a lesson plan
• Explain the purpose of lesson plan
• Explain steps in developing a lesson plan
• Develop a lesson plan
4. A rubric is:
• an alternative assessment tool used to measure
students' work.
• a scoring guide that seeks to evaluate a student's
performance based on the sum of a full range of
criteria rather than a single numerical score.
• a working guide for students and teachers, usually
handed out before the assignment begins in order to
get students to think about the criteria on which
their work will be judged.
5. A rubric is:
• designed to simulate real life activity where students
are engaged in solving real-life problems.
• a performance-based assessment that evaluates
student performance on any given task or set of
tasks that ultimately leads to a final product, or
learning outcome.
6. A rubric:
• can be analytic or holistic, and can be created for
any content area including math, science, history,
writing, foreign languages, drama, art, music, etc...
• is a formative type of assessment because it
becomes an ongoing part of the whole teaching and
learning process.
• can be created in a variety of forms and levels of
complexity
7. Using Rubric
• Students are involved in the assessment process
through both peer and self-assessment.
• As students become familiar with rubrics, they can
assist in the rubric design process.
• Involvement empowers the students and as a result,
their learning becomes more focused and self-
directed.
8. 3 General Features of Rubrics:
• objectives (performance, behavior, or quality) to be
measured
• a range/scale to rate the objectives
• specific performance characteristics arranged in
levels indicating the degree to which a standard has
been met.
Evaluation
Categories
1- Weak 2-Developing 3-Good 4-Very Good 5-Exceptional
ACCESSIBILITY
How accessible is the
presentation to
educate viewers
from a range of
background
Scope too broad or
too narrow; lacks
depth; AND uses too
much technical
language/ jargon
Scope too broad or
too narrow OR lacks
depth OR uses too
much technical
language/ jargon
Reasonable scope and
depth; lapses into
detail that may not be
accessible to the
audience
Good scope & depth
without losing the
audience in technical
detail; a good learning
experience
Exceptional scope &
depth; a true
learning experience;
exceeds expectations
9. WHY use Rubrics?
• rubrics improve students' end products and
therefore increase learning.
• teachers know implicitly what makes a good final
product and why; when they evaluate papers or
projects
• students will understand how they will be evaluated
and can prepare accordingly, when they receive
rubrics beforehand
• rubric can be a tool for students to improve the
quality of their work and increase their knowledge.
10. Advantages of Rubrics:
• improve student performance by clearly showing the
student how their work will be evaluated and what is
expected.
• help students become better judges of the quality of
their own work.
• allow assessment to be more objective and
consistent.
11. Advantages of Rubrics:
• force the teacher to clarify his/her criteria in specific
terms.
• reduce the amount of time teachers spend
evaluating student work.
• promote student awareness about the criteria to use
in assessing peer performance.
• provide useful feedback to the teacher regarding the
effectiveness of the instruction.
12. Advantages of Rubrics:
• provide students with more informative feedback
about their strengths and areas in need of
improvement.
• accommodate heterogeneous classes by offering a
range of quality levels.
• easy to use and easy to explain.
13. Evaluation Categories 1- Weak 2-Developing 3-Good 4-Very Good 5-Exceptional Score (1-5)
ACCESSIBILITY
How accessible is the
presentation to
educate viewers from
a range of background
Scope too broad or too
narrow; lacks depth;
AND uses too much
technical language/
jargon
Scope too broad or too
narrow OR lacks depth
OR uses too much
technical language/
jargon
Reasonable scope and
depth; lapses into detail
that may not be
accessible to the
audience
Good scope & depth
without losing the
audience in technical
detail; a good learning
experience
Exceptional scope &
depth; a true learning
experience; exceeds
expectations
THESIS
How well was the
central issue identified
No clear statement
offered
Incomplete or
unfocused
Reasonably clear Clear and concise Clear, concise.
Engaging, and thought
provoking
ORGANISATION
How well organized
was the poster
No clear information
sequence; very difficult
to follow
Evidence of some
organization but not in
an optimal order;
difficult to follow
Ideas presented in
logical sequence;
reasonably easy to
follow
Presented in logical
&interesting ways; easy
to follow but not
oversimplified
Exceptional
organization in light of
the fact that the topic
is complex
EVIDENCES
How well was evidence
used to support the
work’s main claims
No appropriate
evidence was presented
to support the
presentations central
claims
Some evidence present,
but is either insufficient
or not clearly
supportive of the main
claims
Evidence used to
support the central
claims are well chosen
with some degree of
detail
Evidence well chosen &
detailed; connection
between argument &
evidence is clear;
opposing evidence
considered
Well chosen, detailed,
rich; highly compelling;
opposing evidence
considered and
refuted
CONCLUSION
How well did the work
draw conclusions
No apparent
conclusions; no
discussion of
implications
Conclusions are
restatements of
previous statements
Brings closure with
some synthesis but
does not address
implications
Synthesizes the work;
brings closure;
allude(make indirect
reference) to broader
implications
Synthesizes; brings
closure; conveys real
implications; suggest
new perspectives
LAYOUT/GRAPHICS
How well did the
author use the space
allocated
Poster is far too
crowded or much too
sparse; no graphics
Too crowded or too
sparse; graphics lack
clear value; several
redundancies
A bit too crowded; not
all graphics add value;
minor redundancies
Well laid out; graphics
add value; no
redundancies
Perfectly laid out;
graphics are
professional quality;
highly polished work
CLARITY/ MECHANICS
How clear and error-
free was the text
Many unclear or
ungrammatical texts;
many errors/typos
Some unclear/
ungrammatical texts;
some errors/ typos
Mostly clear, with few
lapses; one or two
errors/ typos
Clear and coherent
texts; error free
Exceptionally logical
and well written texts;
error free
ENGAGEMENT
Overall, how well did
the poster engage
viewers
Not at all Minimally Moderately Consistently Exceptionally
TOTAL SCORE / 40
RUBRIC FOR POSTER PRESENTATIONS
14. Criteria 1 2 3 4 5
Frequency of posting,
Promptness and
Initiative
Does not
respond to most
postings; rarely
participates
freely
Responds to
most postings
several days
after initial
discussion;
limited initiative
Responds to
most postings
within a 24 hour
period; requires
occasional
prompting to post
Responds to
most postings
within a 24 hour
period; demonstrates
self initiative
Consistently
responds to
postings in less
than 24 hours;
demonstrates
good self initiative
Relevancy of posting Posts topics
which do not
relate to the
discussion
content; makes
short or
irrelevant
remarks
Occasionally
posts off topic;
most posts are
short in length
and offer no
further insight
into the topic
Frequently posts topics
that are
related to
discussion
content; prompts
further
discussion of
topic
Frequently posts topics
that are related to
discussion content; cites
additional references
related to topic.
Consistently posts topics
related to discussion
topic; cites additional
references related to
topic.
Uniqueness of posting Does not have new ideas
and only include “I agree
with…”
statement
Repeat or
summarises other
postings with few new
ideas or
connections
Have very little new ideas
or
connections
but lack depth
and/or detail
Have new ideas or
connections
but lack depth
and/or detail
Have new ideas and new
connections
made with
depth and detail
Critical Thinking Does not
express opinions
or ideas clearly,
no connection to
topic
Unclear
connection to
topic evidenced
in minimal
express of
opinions or ideas
Opinions and ideas are
stated clearly with
occasional lack of
connection to topic.
Opinions and ideas are
stated clearly with
connection to topic.
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Contribution to
the Learning
Community
Des not make
effort to
participate in
learning
community as it develops;
seems
indifferent
Occasionally makes
meaningful
reflection on
group’s efforts;
marginal effort to become
involved with group
Frequently
attempts to direct the
discussion
and to present
relevant
viewpoints for
consideration by group;
interacts freely
Frequently
attempts to direct the
discussion
but presents creative
approaches to topic.
Aware of needs
of community;
frequently
attempts to
motivate the
group discussion;
presents creative
approaches to topic.
RUBRIC FOR ONLINE DISCUSSION BOARD (Iclass)
16. What is a lesson plan?
• A written description to teach academic content.
• helps organise teaching objectives and methodologies
• determines the purpose, aim, and rational of class time
activity.
• provides focus for the lesson to be presented.
• a fairly detailed plan of instruction, that helps provide the
best way to present the information needed to the students.
• clear and specific outcomes are developed.
17. Components of Lesson Plan
Components that should be included lesson plans are:
• Goals/ Aims
• Outcomes
• Prerequisites
• Materials
• Lesson Description
• Lesson Procedure
• Assessment/ Evaluation
18. GOALS/ AIMS
• Determine purpose, aim, and rationale for what you and your
students will engage in during class time.
• To express the intermediate lesson goals that draw upon
previous plans and activities
• Set the stage by preparing students for future activities and
further knowledge acquisition.
• Typically written as broad educational or unit goals adhering
to national curriculum standards.
– What are the broader outcomes, aims, or goals of the unit
plan/curriculum? What are your goals for this unit?
– What do you expect students to be able to do by the end of this unit?
19. OUTCOMES
• Focuses on what your students will do to acquire further
knowledge and skills.
• Drawn from goals/ aims of the unit plan but are achieved over
a well defined time period.
– What will students be able to do during this lesson?
– Under what conditions will students' performance be accomplished?
– What is the degree or criterion on the basis of which satisfactory
attainment of the outcomes will be judged?
– How will students demonstrate that they have learned and
understood the objectives of the lesson?
20. PREREQUISITES
• Useful when considering the readiness state of students.
• Allow you, and other teachers replicating your lesson plan, to
consider necessary prep activities to make sure that students
can meet the lesson outcomes.
– What must students already be able to do before this lesson?
– What concepts have to be mastered in advance to accomplish the lesson
objectives?
21. MATERIALS
• Determine how much preparation time, resources, and
management will be involved in carrying out the plan
• Determine what materials, books, equipment, and resources
teachers will need to have ready
• A complete list of materials, including full citations of
textbooks or story books used, worksheets, and any other
special considerations are most useful.
– What materials will be needed?
– What textbooks or books are needed? (please include full
bibliographic citations)
– What needs to be prepared in advance? (typical for science classes
activities)
22. LESSON DESCRIPTION
• Provides an opportunity for the author of the lesson to share
some thoughts, experience, and advice with other teachers.
• Provides a general overview of the lesson in terms of topic
focus, activities, and purpose.
– What is unique about this lesson?
– How did your students like it?
– What level of learning is covered by this lesson plan? (Think of Bloom's
Taxonomy: knowledge, comprehension, application, analysis,
synthesis, or evaluation.)
23. LESSON PROCEDURE ./1
• Provides a detailed, step-by-step description of how to
replicate the lesson and achieve lesson plan objectives.
• Intended for the teacher and provides suggestions on how to
proceed with implementation of the lesson plan.
• Focuses on what the teacher should have students do during
the lesson.
• Basically divided into several components:
1. introduction
2. main activity
3. closure.
4. follow-up activities
24. LESSON PROCEDURE ./2
1.Introduction
• How will you introduce the ideas and outcomes of this lesson?
• How will you get students' attention and motivate them in order
to hold their attention?
• How can you tie lesson outcomes with student interests and
past classroom activities?
• What will be expected of students?
25. LESSON PROCEDURE ./3
2.Main Activity
• What is the focus of the lesson?
• How would you describe the flow of the lesson to another
teacher who will replicate it?
• What does the teacher do to facilitate learning and manage the
various activities?
• What are some good and bad examples to illustrate what you
are presenting to students?
• How can this material be presented to ensure each student will
benefit from the learning experience?
26. LESSON PROCEDURE ./4
• Points to ponder # 1:
• Take into consideration what students are learning (a new
skill, a rule or formula, a concept/fact/idea, an attitude, or a
value).
• Choose one of the following techniques to plan the lesson
content based on what your objectives are:
• Demonstration ==> list in detail and sequence of the steps to be performed
• Explanation ==> outline the information to be explained
• Discussion ==> list of key questions to guide the discussion
27. LESSON PROCEDURE ./5
3.Closure/Conclusion
• What will you use to draw the ideas together for students at the
end?
• How will you provide feedback to students to correct their
misunderstandings and reinforce their learning?
28. LESSON PROCEDURE ./6
4.Follow up Lessons/Activities
• What activities might you suggest for enrichment and
remediation?
• What lessons might follow as a result of this lesson?
29. ASSESSMENT/ EVALUATION ./1
• Focuses on ensuring that students have arrived at their intended
destination.
• Will need to gather some evidence that they did.
• Usually done by gathering students' work and assessing this
work using some kind of grading rubric that is based on lesson
outcomes.
• Could also replicate some of the activities practiced as part of
the lesson, without providing the same level of guidance as
during the lesson.
• Could also quiz students on various concepts and problems as
well.
30. ASSESSMENT/ EVALUATION ./2
• How will you evaluate the outcomes that were identified?
• Have students practiced what you are asking them to do for
evaluation?
31. ASSESSMENT/ EVALUATION ./3
• Points to ponder # 2:
• Be sure to provide students with the opportunity to practice
what you will be assessing them on.
• Never introduce new material during this activity.
• Avoid asking higher level thinking questions if students have
not yet engaged in such practice during the lesson.
• For example, if you expect students to apply knowledge and
skills, they should first be provided with the opportunity to
practice application.
32. Food for thought?
• How do you determine the duration of your
lesson? (e.g. Topic 1 = 2 hours, Topic 2= 1
hour, Topic 3 = 3 hours, etc, etc)
