Master's level Educational Psychology Lesson Plan for a Standard Operating Procedure

Print

Lesson Plan for a Standard Operating Procedure (SOP) Scoring Guide

Lesson Plan for a Standard Operating Procedure (SOP) Scoring Guide

Criteria	Non-performance	Basic	Proficient	Distinguished
Modify learning objectives to a more advanced level of Bloom's Taxonomy.	Does not modify learning objectives to a more advanced level of Bloom's Taxonomy.	Modifies learning objective, but is not specific enough or is not aligned to a more advanced level of Bloom's Taxonomy.	Modifies learning objective to a more advanced level of Bloom's Taxonomy.	Modifies learning objective to a more advanced level of Bloom's Taxonomy, and explains the differences between the old and newly modified objective.
Explain how learning and performance are enhanced by applying models from educational psychology.	Does not explain how learning and performance are enhanced by applying models from educational psychology.	Identifies models from educational psychology, but does not explain how learning and performance are enhanced.	Explains how learning and performance are enhanced by applying models from educational psychology.	Explains, through examples, how learning and performance are enhanced by applying models from educational psychology.
Describe an instructional activity that could be used to teach the concepts of the learning objective.	Does not identify an activity that could be used to teach the concepts of the learning objective.	Identifies, but does not describe, an activity that could be used to teach the concepts of the learning objective.	Describes an instructional activity that could be used to teach the concepts of the learning objective.	Explains, in detail, multiple instructional activities that could be used to teach the concepts of the learning objective and how the activities apply information processing models.
Justify an instructional technique that aligns to the revised objective, with support from the literature.	Does not justify the choice of instructional technique that aligns to the revised objective.	Explains an instructional technique, but either does not clearly align it to the revised objective, or does not support the choice with references from the literature.	Justifies an instructional technique that aligns to the revised objective, with support from the literature.	Justifies multiple instructional techniques that align to the revised objective, with support from the literature.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, and correctly format citations using APA style.	Does not write clearly and logically, the writing shows little attention to spelling, grammar, punctuation, and mechanics, and does not correctly format citations using APA style.	Uses sentence structure that is mostly clear, with a few minor spelling or grammatical errors, but fails to attribute quotes and citations in a few places, or allows some inconsistencies in APA style.	Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, and formats citations correctly using APA style.	Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, with no errors. Formats citations correctly using APA style, and all information is accurate and up-to-date.