APPENDIX 1: Evaluation Rubric for Assessing Lesson Plans on Gagnes Nine Events of Instructions

Starts the
learning
experience by
presenting the
new information
to the audience.

Signals the start of

the learning
experience by
stimulating recall of
prior learning as a
means of gaining
the audience
attention.

Starts the learning

experience with the
learning objectives
without attempting
to deliberately gain
the audiences
attention

Signals the start of the learning

experience using an appropriate
instructional strategy to grab the
audiences attention.

Starts the
learning
experience by
presenting the
new information
2. Inform the to the audience
learner of
without stating
the
the objectives.
objectives

Starts the learning

experience by
stimulating recall of
prior learning and
indicating what
learners are
expected to do, but
not stating how it
will benefit them
and how they will
be assessed.

Informs learners of
what they are
expected to do and
how it will benefit
them but not stating
how they will be
assessed.

Helps learners to organize their

thoughts on what they will learn or
perform by describing in detail
what they are expected to do, how
it will benefit them and how they
will be assessed, but keep it short.

Instructional
Event

1. Gain
attention

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This may include leading questions

in the discussion area; presenting a
dilemma; an analogy; something
controversial; a short video or
audio.

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APPENDIX 1: Evaluation Rubric for Assessing Lesson Plans on Gagnes Nine Events of Instructions
Instructional
Event

3. Stimulate
the recall of
prior
knowledge

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Presents the
learning
objectives and
the related new
information to
the learners
without showing
them how this
new information
or skill relates to
their prior
knowledge and
experiences.

Presents the
learning objectives
and the related
new information to
the learners before
stimulating the
recall of prior
knowledge.

Presents the
learning objectives
and the related new
information to the
learners after
eliciting the recall of
superficial prior
knowledge that is
vaguely related to
the new information
and does not allow
for effective
scaffolding.

Helps learners to see how this new

information or skill relates to their
prior knowledge and experiences.
Allows recall, scaffolding, quicker
assimilation of new information,
and commitment to long-term
memory. May include:
Asking open-ended questions
about past experiences or
concepts they have already
learned to encourage reflection;
Quizzing them on prior
knowledge and then building on
it (retrieval practice &
For example, asking
scaffolding).
about prior
Presenting a scenario or a
knowledge of an
problem and asking them to
abstract concept using
resolve it. If they are unable to
a closed-ended
do so with their preexisting
question rather than
knowledge alone, present them
an open-ended
with the new information they
question or requiring
need
the learner to use a
concept map.

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APPENDIX 1: Evaluation Rubric for Assessing Lesson Plans on Gagnes Nine Events of Instructions
Instructional
Event

4..Present
the stimulus
material

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Learning
activities are
directly not tied
to goals and
objectives.

Learning activities
are tied directly to
goals and
objectives but the
lesson content is
not organized and
chunked in a
logical, meaningful,
efficient and
effective manner.

Learning
activities are tied
directly to goals
and objectives.
Lesson content is
organized and
chunked in a
logical,
meaningful,
efficient and
effective manner.
But a variety of
different media
and styles (such
as visual cues,
verbal
instruction, and
active learning) is
NOT used to suit
people with
different learning
styles.

To help learners avoid cognitive

overload and receive feedback on
individualized tasks:
Learning activities are directly
tied to goals and objectives.
Lesson content is organized,
chunked, and cued in a logical,
meaningful, efficient and
effective manner.
Explanations are provided after
demonstrations.
A variety of different media and
styles (such as visual cues,
verbal instruction, and active
learning) is used to suit people
with different learning styles.
The learner is allowed to master
each task before moving on.

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APPENDIX 1: Evaluation Rubric for Assessing Lesson Plans on Gagnes Nine Events of Instructions
Instructional
Event

5..Provide
learning
guidance

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Learners are not

provided with
learning
guidance and
support as
needed to
overcome
frustration and
advance in the
course.

Learners are
provided with very
little instructional
support when
needed to
overcome
frustration and
advance in the
course.

Learners are provided

with some
instructional support
when needed to
overcome frustration
and advance in the
course.

Learners are provided with

instructional support as needed as
scaffolds (cues, hints, prompts) which
can be removed after the student
learns the task or content.

This helps to avoid frustration and

disengagement and may include:
This helps to avoid
Help in understanding concepts
frustration and
Clear instructions on how to
disengagement and
complete activities and advance in
may include:
the course
Help in
Hints with difficult concepts or
questions.
understanding
Examples and non-example to
concepts
illustrate the content.
Clear instructions
Case studies for real world
on how to
applications
complete activities
Analogies for knowledge
and advance in the
construction
course
Visual images to make visual
associations
Hints with difficult
Metaphors to support learning
concepts or
Coaching how to learn to learn
questions.
and develop metacognitive skills
Examples
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APPENDIX 1: Evaluation Rubric for Assessing Lesson Plans on Gagnes Nine Events of Instructions
Instructional
Event

1
Does not allow
students to
practice new
knowledge
before they are
assessed for a
grade.

6..Elicit
performance

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2
Allows students to
recall new
knowledge (Elicit
recall strategies -

recite, revisit, or
reiterate
information they
have learned) but
stops short of
explaining it in
detail or applying it
to real world
situations.

Allows students to practice new

knowledge before they are assessed
for a grade. Activates student
processing to help them internalize
recall strategies new skills and knowledge and to
recite, revisit, or
confirm correct understanding of new
reiterate
concepts.
information they
Elicit student activities ask deephave learned) and
learning questions, make
explain it in detail,
reference to what students
but stops short of
already know or have students
applying it in context
collaborate with their peers
rich real world
Facilitate student elaborations
scenarios.
ask students to elaborate or
explain details and provide more
complexity to their responses
Help students integrate new
knowledge provide content in a
context-rich way (use real-world
examples)
Offer them branching scenarios
and simulations - that give them
the chance to see where their
decisions lead them, as well as the
rewards and risks involved that
come of their actions.

Allows students to
recall new
knowledge (Elicit

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APPENDIX 1: Evaluation Rubric for Assessing Lesson Plans on Gagnes Nine Events of Instructions
Instructional
Event

7..Provide
feedback

No feedback is
provided to
reinforce
retention of the
material.

Little feedback is
provided to
reinforce retention
of the material.
This may come
from self-tests,
peers or the
instructor, and
allows the learner
to evaluate
progress, but stops
short of providing
scaffolding when
necessary.

Some feedback is
provided to
reinforce retention
of the material.

Provides prompt feedback to

reinforce retention of the material.
Feedback may come from selftests, peers, or the instructor. The
instructor evaluates progress and
This may come from provides scaffolding when
self-tests, peers or
necessary, but does not give
the instructor, and
answers. Specific rather than
allows the learner to general feedback allows the
evaluate progress,
learner to correct weakness.
but provides limited
Build in branching that changes
scaffolding or
the course of the activity based on
branching that
their answers. They will
changes the course
understand where they went
of the activity based
wrong based on the
on answers.

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consequences.
Offer a second chance when they
answer incorrectly.
Give a hint and let them try again.
Provide the correct answer so
theyre not left guessing.
Explain what they should have
done and give them the correct
answer.

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APPENDIX 1: Evaluation Rubric for Assessing Lesson Plans on Gagnes Nine Events of Instructions
Instructional
Event

1
There is no final
or summative
assessment.

8..Assess
performance

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2
The final or
summative
assessment is not
directly linked to
previously stated
objectives.

A final or summative
assessment is done
at the end of a
course and is linked
to the previously
stated objectives but
the methods of
assessment were
limited to post tests.

A final or summative assessment is

done at the end of each learning
module, at mid-term, or at the end
of a course, after practice and
feedback. Performance should be
based on previously stated
objectives.
Methods for testing learning include:
Pretest for mastery of
prerequisites
Pretest for endpoint knowledge or
skills
Post-test to check for mastery of
content or skills
Embed questions throughout
instruction through oral
questioning and/or quizzes
Include objective or criterionreferenced performances which
measure how well a student has
learned a topic
Identify normative-referenced
performances which compares
one student to another student.

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APPENDIX 1: Evaluation Rubric for Assessing Lesson Plans on Gagnes Nine Events of Instructions
Instructional
Event

1
No specific end
of course
learning
opportunities
are included to
enhance
retention and
transfer to new
situations.

9..Enhance
retention
and transfer
to new
situations

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At least one specific

end of course
learning
opportunities are
included to
enhance retention
and transfer to new
situations.

At least two specific

end of course
learning
opportunities are
included to enhance
retention and
transfer to new
situations.

At least three specific end of

course learning opportunities are
included to enhance retention and
transfer to new situations. These
may include allowing learners to:
Participate in scheduled
variants of the practice runs and
exposing them to different
situations, so that they become
comfortable generalizing.
Debrief the class on what has
been learned
Summarize the learning that
has occurred and apply it to a
new situation
Evaluate their own learning
experience
Write a reflection on their
learning experience (Journaling)
Identify a new situation or
application for the new
knowledge

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