Lesson Plan Assessment Rubric.

	Yes/Yes	Yes/But	No/But	No/No
Aim/s of the lesson: The aim/s of this lesson is/are:	3 The aim(s) of the lesson are presented clearly. The aim(s) are consistent with one or more learning outcomes as outlined in VCE Technology Study Design Unit 1 Outcome 2.	2 The aim(s) of the lesson are presented clearly. The aim(s) do not clearly address any learning outcomes as outlined in VCE Technology Study Design Unit 1 Outcome 2.		0 No statement was provided regarding the aim(s) of the lesson.
Objectives: By the end of this lesson students should be able to:	3 The objectives of the lesson are presented clearly. All objectives are clearly assessable.	2 The objectives of the lesson are presented clearly. Most objectives are clearly assessable.	1 The objectives of the lesson are presented clearly. At least one objective is clearly assessable.	0 The objectives of the lesson are not presented clearly or are not assessable.
Assessment: Students will be assessed by:	3 All learning objectives of the lesson are clearly assessed. Clearly communicates the assessment criteria to the students, through the use of an assessment rubric. Evidence of student involvement in establishing the assessment criteria.	2 Most learning objectives of the lesson are clearly assessed. Clearly communicates the assessment criteria to the students, but does not provide a rubric. No evidence of student involvement in establishing the assessment criteria.	1 Some learning objectives are assessed. Assessment criteria exist, but the approach taken does not communicate these to students.	0 Assessment statements are not aligned with the lesson objectives or absent.
Possible problems for students:	3 Possible learning problems have been clearly identified. Examples or additional teaching material is provided to address the possible problems.	2 Possible learning problems have been clearly identified. No examples or additional teaching material are provided to address the possible problems.	1 Possible learning problems have not been clearly identified. Some examples or additional teaching material is provided for students who may have problems with the lesson content.	0 Possible learning problems have not been clearly identified. No examples or additional teaching material are provided for students who may have problems with the lesson content.
Teaching Method/Activities:	6 The lesson describes the teacher's specific activities or teaching method. It is clear that the teaching method and/or activities will support student learning.	4 The lesson describes the teacher's specific activities or teaching method. It is not clear that the teaching method and/or activities will support student learning.	2	0 The lesson does not describes the teacher's specific activities or teaching method.
Teaching Aids/equipment required: Include a list of all materials required (and explanations if necessary) including electronic files, worksheets and web sites addresses.	3 A list of required materials is included. The address of any web pages required are provided or a list of example search terms has been provided. Copies of worksheets or other teaching material are provided with the lesson plan.	2 A list of required materials is included. The address of any web pages required are provided or a list of example search terms has been provided. Copies of worksheets or other teaching material are not provided with the lesson plan.	1 A list of required materials is not included. The address of at least one relevant web page is provided.	0 A list of required materials is not included. No reference sites were provided and copies of worksheets or other teaching material are not provided with the lesson plan.
Use of layers within the lesson plan. Layers are used to build complex activities or ideas one step or layer at a time.	3 The lesson plan used layers and they were implemented successfully.	2 The lesson plan used layers but they were not implemented successfully.	1 There was no evidence of using layers in the lesson plan but an effort was made to use sequencing.	0 There was no use of layers or sequencing within the lesson plan, i.e. complex activities and/or ideas were presented in full and no attempt was made to introduce them sequentially.
Timing	3 Timing is presented within the lesson plan and timing was appropriate for the set tasks.	2 Timing is presented within the lesson plan but the timing was not realistic for the set tasks.	1 Timing was not shown within the lesson plan, but the overall class time was adequate for the tasks set.	0 Timing was not shown within the lesson plan and tasks set were not realistic for the total lesson time.
Conclusion: I will cue the students that I am starting the conclusion by saying: I will review the session by stressing these points: I will help the learner to remember (i.e., consolidate) the main points by asking these questions: I will link this lesson to the next one by referring to:	3 The conclusion provides a statement that will cue the students that the conclusion to the lesson has started. A list of important points is provided. A list of questions has been provided to assist students in consolidating the main points. Students are provided with a link to the next lesson.	2 Most conclusion elements present.	1 Few conclusion elements present.	0 No conclusion elements present.
Mechanics	3 No spelling or grammatical errors are present.	2 No spelling errors but grammatical errors are present.	1 A few spelling and grammatical errors are present.	0 Several spelling and grammatical errors are present.
Credibility	3 The author of the lesson plan is identified and the author's e-mail address is included.	2 The author of the lesson plan is identified but the author's e-mail address is not included.	1 The author of the lesson plan is not clearly identified, but an e-mail address was included.	0 The author of the lesson plan is not identified and no e-mail address was included.
Thinking Skills	6 Completion of lesson requires students to synthesize information from a variety of sources or think creatively about how to apply information to a local situation.	4 Completion of lesson requires students to think a little about what they're doing, but does not focus on higher-order thinking skills.		0 Completion of lesson requires students to regurgitate or copy information from one place to another; no higher order thinking skills required.
Connection to VCE Outcome Statements.	3 The lesson plan clearly identifies learning outcome(s) taken from VCE Technology Study Design, Unit 1 Outcome 2. The planing is clearly aimed at allowing students to achieve the stated learning outcome(s).	2 The lesson plan identifies learning outcome(s) taken from VCE Technology Study Design, Unit 1 Outcome 2. The planing is aimed at allowing students to achieve the stated learning outcome(s) but it is not clear that students will achieve the required outcome(s).	1 The lesson plan fails to identify which learning outcome(s) it is aimed at. Although the outcome statements are missing the planing is aimed at allowing students to achieve VCE learning outcome(s).	0 The lesson plan fails to identify learning outcome(s) taken from VCE Technology Study Design, Unit 1 Outcome 2. It is not clear that students will achieve the required outcome(s).
Motivating? Is the lesson/activity intrinsically motivating? If students hate to write, they will hate to write as much with a computer as they do without it. The activity must engage and motivate. Ask yourself the question "Why will students care?"	6 Tasks outlined are interesting and engaging for the target population. The activities require considerable creativity and allow for individual student expression.	4 Tasks outlined are interesting but do not require much creativity or allow for much individual student expression.	2 The tasks require no creativity and no not allow for much room for individual student expression.	0 Tasks outlined are dry and boring and require no creativity. The tasks also do not allow for individual student expression.

References:

ED's Oasis' lesson plan design contest: Entry evaluation guidelines. (n.d.). Retrieved April 29 2002,
from classroom connect Web site: http://www.classroom.com/edsoasis/TGuild/MsRubric.html

Mitchell, R. (2002). Lote lesson plan.

Robert D. Hannafin (2001). Lesson Plan Rubric. Retrieved 19 March 2002,
from The College of William and Mary School of Education Web site:
http://www.wm.edu/education/Faculty/Hannafin/S07/lessplan.htm.

School net & project PICT lesson plan rubric (n.d.). Retrieved April 29 2002,
from Bowling Green State University Web site:
http://www.bgsu.edu/colleges/edhd/LPS/EDFI/PICT/lesson_plans/rubric/rubric.html

Technisearch Ltd. (1997). Workplace training category 1 (Train the trainer). Melbourne: RMIT.

WIT Lesson Plan Assessment Guide. Retrieved April 29 2002,
from Graham School of General Studies, University of Chicago Web site:
http://cuip.uchicago.edu/wit/2000/curriculum/homeroommodules/assessEdSites/lessrubric.htm.

Last modified: January 7, 2003
Author: Rupert Russell r.russell@ballarat.edu.au
URL: http://www.rupert.id.au/TD700-1/lesson-rubric.html