Lesson Plan Rubric

Use this rubric to review, evaluate, and rate lesson plans. For any criteria/Dimension rated 4 or below, include suggestions for
improvement on the Lesson Plan Review document.

Dimension 0 1 2 3 4 5 6

Validity No rubric Rubric is included The rubric The rubric The rubric The rubric The rubric
provided but does not relate relates relates relates mostly clearly relates clearly relates to
The assessment to the targeted somewhat to the somewhat to to the to the the specific
measures what is culminating culminating the culminating culminating content standard
intended to be activity/task. activity/task, but culminating activity/task activity/task and includes all
measured in the does not include activity/task and includes and includes the skills needed
content standard. the skills and includes most of the most of the to complete a
Students could necessary to some of the skills needed to skills needed quality product.
pass this task by complete a skills needed complete a to complete a
truly knowing quality product. to complete a quality quality
and being able to quality product. product.
do what is asked product.
for in the content
standard.

Reliability No rubric The criteria are The criteria The criteria The criteria The criteria The criteria are
The assessment is provided included, but do between between between between explained with
likely to elicit not relate to the performance performance performance performance measurable
consistent scores targeted levels (e.g., A, levels (e.g., A, levels (e.g., A, levels (e.g., A, expectations.
over time. The culminating task/ B, C) are vague B, C) are B, C) are B, C) are very Criteria are
scores on the task activity. and inconsistent. somewhat mostly clear clear and consistent across
will reflect true The criteria do clear, but still and mostly mostly all dimensions
achievement of not lend lack consistent. The consistent. and lend
the content themselves to consistency. criteria lend The criteria themselves to
standard, not self-monitoring. The criteria themselves lend self-monitoring.
variance in lend mostly to self- themselves to
testing themselves monitoring. self-
conditions. somewhat to monitoring.
self-
monitoring.

© 2005 Learning Quest, Inc.—Adapted: February 18, 2010 by Joanne Romano, LoTI Mentor




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Lesson Plan Rubric
Use this rubric to review, evaluate, and rate lesson plans. For any criteria/Dimension rated 4 or below, include suggestions for
improvement on the Lesson Plan Review document.
Dimension 0 1 2 3 4 5 6

Authenticity The The lesson The culminating The The The The culminating
culminating activities fall short task does not culminating culminating culminating task is relevant
The task reflects task is either of having a provide any real task has task provides task is relevant to students and
what people missing or too culminating task world limited real real world to students and involves creating
might actually do vague to and do not application to world relevance for involves a product that
in the real world determine connect to each students or is relevance for students in the creating a has a purpose
—real life issues, relevance. other in a merely a group students context or product that beyond the
themes, meaningful way. of connected without situation but relates to real classroom that
problems. activities. allowing them does not apply world directly impacts
to apply the the learning to situations. the students.
learning to a a real world However, the
real world situation product does
situation. not provide
application
beyond the
classroom.

Challenge Students are Students are Students Students apply Students apply Students play Students develop
not provided presented with a demonstrate what they what they a role in the focus of the
The task asks with a vaguely defined what they know know to a know to a developing the task by building
students to show culminating culminating task only (knowledge teacher- teacher- task as they on their own
their know how activity/task that does not level) to a generated generated have the experiences to
on something or the activity/ provide any teacher or situation that situation that opportunity to determine the
important and task is challenge for learner- involves involves open- help define the problem and to
challenging, not unrelated to them. generated limited ended situation, as look for possible
just their the content situation. This opportunities opportunities well as, the solutions.
knowledge. under level includes or options for for solving a product or
investigation. activities that solving a problem. solution.
involve merely problem.
reporting what
they have
learned.

© 2005 Learning Quest, Inc.—Adapted: February 18, 2010 by Joanne Romano, LoTI Mentor




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Lesson Plan Rubric
Use this rubric to review, evaluate, and rate lesson plans. For any criteria/Dimension rated 4 or below, include suggestions for
improvement on the Lesson Plan Review document.
Dimension 0 1 2 3 4 5 6

Clarity of Task The The culminating The culminating The The The The culminating
and Assessment culminating activity is unclear activity is culminating culminating culminating task is clearly
Criteria activity is not or is an isolated somewhat clear activity is activity is activity is defined; the
defined nor set of activities. It but does not mostly clear, clearly defined, clearly defined assessment
It is clear from are there any is also missing include any but the but the and most of criteria are given
reading the task assessment any form of assessment surrounding surrounding the so that students
that the student criteria. assessment criteria. activities or activities or surrounding understand the
will know exactly criteria. supporting supporting activities or expectation of
what they are to materials used materials used supporting excellence
do to complete it, to assess the to assess the materials used throughout the
including process/ process/ to assess the process.
required products product lack product lack process/
and scoring development. development. product are
criteria. fully
developed.

Important The The culminating The culminating The The The The culminating
Content culminating task is unrelated task is unrelated culminating culminating culminating task is directly
task and/or the to the content to the content task is task is task is mostly related to a well-
The task content standards and standards, big somewhat somewhat related to a defined and
incorporates the standards are essential concepts. ideas, and related to a set related to a well-defined articulated set of
content standard missing. The content essential of loosely well-defined and articulated content standards
and the big ideas standards, concepts. The defined and articulated set of content and essential
and essential themselves, are content content set of content standards and concepts.
concepts of the unclear. standards standards and standards and essential
discipline. themselves are essential essential concepts.
overgeneralized. concepts. concepts.

© 2005 Learning Quest, Inc.—Adapted: February 18, 2010 by Joanne Romano, LoTI Mentor




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Lesson Plan Rubric
Use this rubric to review, evaluate, and rate lesson plans. For any criteria/Dimension rated 4 or below, include suggestions for
improvement on the Lesson Plan Review document.
Dimension 0 1 2 3 4 5 6

Feasibility The task is The task is The task The amount of The amount of The amount of The amount of
missing or is counterproductive involves too time devoted time devoted to time devoted time devoted to
The task is not defined. to students narrow of a to completing completing the to completing completing the
worthy of the learning the content focus to the task is not task is the task is task is very
time and effort content under merit much time consistent somewhat mostly consistent with
required to investigation. or energy to with the consistent with consistent the complexity
complete it. complete it. complexity of the complexity with the of the task or the
the task or the of the task or complexity of embedded
embedded the embedded the task or the content
content content embedded standards.
standards. standards. content
standards.

High Level The task is The task is too Students are Students are Students are Students are Students are
Processes missing or is vague to operating operating operating at the operating at operating at the
undefined. determine any exclusively at exclusively at Analyze level the Evaluate/ Evaluate/Create
The task requires requirements for the Remember/ the Apply relating to Create levels levels involving
complex thinking complex thinking Understand level in isolated involving one one or more
skills (critical/ skills or levels in completing content that or more complex
creative thinking, strategies. completing the the task. has no complex thinking
decision-making, task. application thinking strategies (e.g.,
problem solving). beyond strategies problem-solving,
completing the (e.g., problem- decision-making,
task. solving, scientific
decision- inquiry)
making, involving
scientific integrated
inquiry) concepts and big
involving ideas.
isolated
content.

© 2005 Learning Quest, Inc.—Adapted: February 18, 2010 by Joanne Romano, LoTI Mentor




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Lesson Plan Rubric
Use this rubric to review, evaluate, and rate lesson plans. For any criteria/Dimension rated 4 or below, include suggestions for
improvement on the Lesson Plan Review document.
Dimension 0 1 2 3 4 5 6

Differentiation No evidence Differentiation is Differentiation Differentiation Differentiation Differentiation Differentiation is

of mentioned is mentioned, is somewhat is mostly is clearly clearly
Instruction is differentiation vaguely and is but is not articulated but articulated and articulated and articulated and
tailored to the completely included in the does not involves involves involves
learning unrelated to the culminating task involve any minimal moderate significant
readiness, cultural task. ad/or real adjustments or adjustments or adjustments or
background, surrounding adjustments or alterations to alterations to alterations to the
interests, talents, activities. alterations to the culminating the culminating task
and learning the task and/or culminating and/or
profile of the culminating surrounding task and/or surrounding
student. task and/or activities. surrounding activities based
surrounding activities. on the interests,
activities. readiness, and
learner profiles
of the students.

Technology Use No evidence Technology use is Technology use Technology Technology Technology Technology use
of technology unrelated to the appears to be an use is used as use is use is mostly is directly
Technology use completion of the add-on and is a supplement somewhat connected to connected and
(computers, task. not needed for to the connected to task needed for task
handhelds, task completion. completion of task completion completion
software the task. completion involving a involving a
applications, involving a diversified broad variety of
peripherals, very narrow choice of two applications.
internet) is used choice of or more
in a seamless applications applications
fashion to (e.g., tutorial (e.g.,
promote student programs, spreadsheets,
learning. word multimedia,
processing) internet)

© 2005 Learning Quest, Inc.—Adapted: February 18, 2010 by Joanne Romano, LoTI Mentor




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