2 Math Lesson Plans Created

Evaluation: Scoring Rubric

CRITERIA Expert (10 pt) Proficient (9 pts) Developing (8 pts) Novice (6 pts)

Alignment of Objectives and Standards

*Standards are

identified, specific

and fully detailed

and

*Explicitly

matched with the

learning

objective(s).

Literacy Standard

Chosen for Lesson

Plan 1

*Standards are identified and specific and *Well matched with the learning objective(s).

Literacy Standard Chosen for Lesson Plan 1

*Standards are adequately identified, *Match the content and *Adequately connected to learning objective(s).

Literacy Standard Chosen for Lesson Plan 1

*Standards are minimally identified or vague and/or * Standards are not clearly connected to the objective(s).

Literacy Standard Chosen for Lesson Plan 1

Alignment of Assessment to Objectives

*Assessment provides detailed information about student learning.

*Explicitly matches objective(s), learning activity and outcomes. *Detailed information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.).

*Assessment is adapted for diverse student needs and offers valid information about student learning.

*Assessment provides meaningful information about student learning.

*Matches objective(s), learning activity and outcomes

*Adequate information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.).

*Assessment includes some adaptations for diverse student needs

*Assessment provides adequate information about student learning.

*Is consistent with objective(s), learning activity and outcomes.

*Adequate information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.).

*Assessment provides minimal information about student learning.

*Is loosely connected to the objective(s) and learning activity and outcomes

*Minimal information about the type of assessment, formal: (constructed response/selected response/etc.) or informal: (observation, discussion, journal writing, etc.).

Rigor Evidence

*Level of cognition is detailed, specific and explicitly matched with the content being covered.

*Level of cognition is specific and well matched with the content being covered. Most

* Level of cognition is identified and appropriate for the content being covered. Adequate

*Level of cognition is identified but vague and/or below what is required for the content. Offers

Supports the content at the highest level of Bloom’s Taxonomy appropriate for the content. *Explicit connection to objective(s).

*Provides meaningful and explicit opportunity to engage at the highest level appropriate for the content.

*Performance activity is explicitly connected to objective(s), observable and provides an explicit indication of learning. *Level of cognition required is at the highest level appropriate for the content.

students will engage at or above the appropriate level of Bloom’s Taxonomy.

*Connection to objective(s) is apparent and logical.

*Provides significant opportunity to engage at an appropriate level of cognition.

*Performance activity is significantly connected to objective(s), observable and provides a clear indication of learning. *Level of cognition required is at the well matched with the content of the lesson.

opportunity for student engagement at appropriate level of Bloom’s Taxonomy.

*Connection to objective(s) is somewhat apparent.

*Provides adequate opportunity to engage at an appropriate level of cognition.

*Performance activity is observable and logically connected to objective(s). *Level of cognition required adequately matches the content of the lesson.

limited opportunity for student engagement at appropriate level of Bloom’s Taxonomy.

*Connection to objective(s) is vague or nonexistent.

*Provides minimal opportunity to engage at an appropriate level of cognition.

*Performance activity is loosely connected to objective(s) or unobservable. *Level of cognition required is below the content of the lesson.

Elements of Lesson Plan

*Objective is observable, measurable, and explicitly connected to the specific content.

*Provides detailed and specific information about the steps and progression of the lesson (materials, engagement/opening, guided prac./explore & explain, Independent prac./elaborate, assessment/evaluate and closure)

*Objective is observable, measurable, and meaningfully connected to the specific content.

*Provides logical and specific information about the steps and progression of the lesson (materials, engagement/opening, guided prac./explore & explain, Independent prac./elaborate, assessment/evaluate and closure)

*Objective is observable, measurable, and listed and specific content is identified.

*Provides adequate information about the steps and progression of the lesson (materials, engagement/opening, guided prac./explore & explain, Independent prac./elaborate, assessment/evaluate and closure)

*Objective listed but specific content is unclear or immeasurable and/or

*Provides limited information about the steps and progression of the lesson (materials, engagement/opening, guided prac./explore & explain, Independent prac./elaborate, assessment/evaluate and closure)