700.3
TNT 700.3P PLANNING INSTRUCTION PART 1 RUBRIC FOR SCORING
CRITERIA EXPERT 10 pts. PROFICIENT 8 pts. DEVELOPING 6 pts. NOVICE 4 pts.
Texas Essential Knowledge and Skills (TEKS)
The verbiage of the TEKS is copied exactly from the
Texas Administrative Code.
Verbiage comes directly
from (b) Knowledge and
Skills and includes the
Grade level, the number of
the standard and the letter
of the student expectation.
The verbiage of the TEKS is
copied exactly from the Texas
Administrative Code. Verbiage
comes directly from (b)
Knowledge and Skills and
includes the Grade level, the
number of the standard and the
letter of the student expectation.
The verbiage of the TEKS is
mostly copied exactly from the
Texas Administrative Code.
Verbiage comes directly from (b)
Knowledge and Skills and
includes the Grade level, the
standard and the student
expectation.
The standard identified is
inappropriate for one lesson,
and/or the verbiage of the TEKS is
copied somewhat from the Texas
Administrative Code. Verbiage
includes portions of the standard
that are NOT part of the student
expectation; may come from the
Introduction or Goals, may include
the student expectations but is
not specific to the (b) knowledge
and skills with the number and
letter of student expectation. May
be missing the grade
level/number/letter identification.
Standard written includes more
TEKS than can be taught in one
lesson, is not part of the (b)
knowledge and skills, and/or is
missing the grade
level/number/letter for the
student expectation.
Assessment/Performance Measure
The rigor of the
assessment/performance
measure is explicitly
aligned to the rigor of the
TEKS student expectation
and is developmentally
appropriate for the grade
level and content area.
The assessment as
described will accurately
measure the student's
proficiency in meeting the
student expectation.
The rigor of the
assessment/performance
measure is explicitly aligned to
the rigor of the TEKS student
expectation and is
developmentally appropriate for
the grade level and content area.
The assessment as described will
accurately measure the student's
proficiency in meeting the
student expectation.
The rigor of the
assessment/performance
measure is aligned to the rigor of
the TEKS student expectation
and is appropriate for the grade
level and content area. The
assessment as described will
measure the student's
proficiency in meeting the
student expectation
The rigor of the
assessment/performance
measure is somewhat aligned to
the rigor of the TEKS student
expectation and is somewhat
appropriate for the grade level
and content area. The assessment
as described will not adequately
measure the student's proficiency
in meeting the student
expectation.
The rigor of the
assessment/performance measure
is not aligned to the rigor of the
TEKS student expectation and/or is
inappropriate for the grade level
and content area. The assessment
as described will not measure the
student's proficiency in meeting
the student expectation.
Learning Objective EXPERT 10 pts PROFICIENT 8 pts. DEVELOPING 6 pts. NOVICE 4 pts. The learning objective explicitly uses the appropriate language of
the TEKS and includes the
performance measure for
successfully meeting the
student expectation.
The learning objective explicitly uses the appropriate language of the TEKS and includes the performance measure for successfully meeting the student expectation.
The learning objective uses most
of the appropriate language of
the TEKS and includes the
performance measure for
successfully meeting the student
expectation.
The learning objective uses some of the language of the TEKS but does not include the performance measure for successfully meeting the student expectation, or the performance measure will not adequately measure student success.
The learning objective does not use
the language of the TEKS and/or
does not include the performance
measure, or the performance
measure will not adequately
measure student success.
Objective Statement
The objective statement is
written in student-friendly
terms and describes what
the teacher will say to
students. This statement
includes the knowledge and
skills from the TEKS that
students will learn, and the
performance measure by
which students are
evaluated.
The objective statement is
written in student-friendly terms
and describes what the teacher
will say to students. This
statement includes the
knowledge and skills from the
TEKS that students will learn,
and the performance measure
by which students are
evaluated.
The objective statement is
written in mostly student-
friendly terms and describes
what the teacher will say to
students. This statement
includes the knowledge and skills
from the TEKS that students will
learn, and the performance
measure by which students are
evaluated.
The objective statement is
written in somewhat student-
friendly terms and describes what
the teacher will say to students.
The statement is missing either
the knowledge and skills to be
learned by students or the
performance measure by which
students are evaluated.
The objective statement is not
written in student-friendly terms
and does not describe what the
teacher will say to students. The
statement is missing either the
knowledge and skills to be learned
by students or the performance
measure by which students are
evaluated.
Purpose of Learning
The purpose of learning is
stated in student friendly
terms and accurately
describes what the teacher
will say to students. The
purpose of learning
explicitly explains why the
content is important to the
student's academic life
and personal life.
The purpose of learning is stated
in student friendly terms and
accurately describes what the
teacher will say to students. The
purpose of learning explicitly
explains why the content is
important to the student's
academic life and personal life.
The purpose of learning is stated
in student friendly terms and
describes what the teacher will
say to students. The purpose of
learning explains why the
content is important to the
student's academic life or
personal life.
The purpose of learning is stated
in student friendly terms but is
vague in its description of what
the teacher will say to students.
The purpose of learning
somewhat explains why the
content is important to the
student's academic life or
personal life. The description
does not adequately answer "why
do we have to know this"
question that students often ask.
The purpose of learning is missing,
or not stated in student friendly
terms. The statement as written
does not accurately describe why
the content is important to the
student's academic life and
personal life.
Connection to Prior Learning,
Background, Interests, Cross‐Content
10 pts. 8 pts. 6 pts. 4 pts.
The connection to prior learning, background knowledge,
and/or student interests
explicitly describes the
knowledge and skills
students must have to
successfully meet the
learning objective. The
connection supports the
student in accessing prior
knowledge and/or
connections across
content areas.
The connection to prior learning,
background knowledge, and/or
student interests explicitly
describes the knowledge and
skills students must have to
successfully meet the learning
objective. The connection fully
supports the student in accessing
prior knowledge and/or
connections across content
areas.
The connection to prior
learning, background knowledge,
and/or student interests
describes the knowledge and
skills students must have to
successfully meet the learning
objective. The connection
adequately supports the
student in accessing prior
knowledge and/or connections
across content areas.
The connection to prior learning,
background knowledge, and/or
student interests somewhat
describes the knowledge and
skills students must have to
successfully meet the learning
objective. The connection is not
explicitly made for students to
access prior knowledge and/or
with other content areas.
The connection to prior learning,
background knowledge, and/or
student interests does not include
the knowledge and skills students
must have to successfully meet the
learning objective and/or the
connection does not help students
access prior knowledge or other
content areas.