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iRubric: Critical Thinking Lesson Plan Evaluation rubric

iRubric: Critical Thinking Lesson Plan Evaluation rubric

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Critical Thinking Lesson Plan Evaluation 
TEMPLATE Critical Thinking Lesson Plan Evaluation
Rubric Code: EX34C7W
By abbyrubin
Draft
Public Rubric
Subject: (General)  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Abby Rubin ID#A14233274
Artifact 2 EPI 0004
Critical Thinking Lesson Plan Rubric Evaluation
  Exemplary

4 pts

Good

3 pts

Fair

2 pts

Poor

1 pts

Modifications

(N/A)

Score

(N/A)

Lesson Plan Objectives

Exemplary

The lesson plan utilizes 4 or more domains within Bloom’s Taxonomy to promote comprehension and higher order thinking.
Good

The lesson plan utilizes 3 domains within Bloom’s Taxonomy to promote comprehension and higher order thinking.
Fair

The lesson plan utilizes 2 domains within Bloom’s Taxonomy and allows the student to answer literal questions.
Poor

The lesson plan utilizes 1 or none domains within Bloom’s Taxonomy. The lesson plan is not clearly delineated for students.
Modifications
Score
Materials

Exemplary

Hands-on learning activities and technological resources were effectively incorporated into the lesson plan. Materials were available for students to perform at varied levels.
Good

Hands-on learning activities and technological resources were incorporated into the lesson plan. Materials were available for students to perform at varied levels.
Fair

Hands-on learning activities and technological resources were available during the lesson.
Poor

Use of hands-on learning activities and technological resources were minimal or absent for lesson.
Modifications
Score
Anticipatory Set Questions

Exemplary

The lesson plan indicates that the teacher developed questions that allows students to evaluate their own abilities. Students understand questions and can apply prior knowledge to current lesson.
Good

The lesson plan indicates that the teacher developed questions that elicit student responses that promote conceptual and skill development.
Fair

The lesson plan indicates that the teacher developed surface-level questions. Student responses are correct or incorrect
Poor

The lesson plan indicates that the teacher developed questions that elicit little to no student response. Student responses led to further confusion or misunderstanding.
Modifications
Score
Differentiated Learning Activities

Exemplary

Lesson was differentiated for optimal student learning through content, process, product, as well as the learning environment. Individual learning styles were strongly considered when developing the lesson plan.
Good

Lesson was differentiated for student learning through content, process, product as well as the learning environment. Individual learning styles were considered when developing the lesson plan.
Fair

Lesson provided general activities for student learning through content, process, product and/or the learning environment. Lesson was lacking in at least one major way. Lesson plan included some varied learning styles.
Poor

Lesson plan included little to no options for differentiated learning styles.
Modifications
Score
Group Interaction

Exemplary

Lesson plan allowed for students to benefit from group interaction where each students unique strengths, voice and opinion could be further developed.
Good

Lesson plan allowed for students to work in structured, collaborative groups.
Fair

Lesson plan allowed for some group interaction to occur.
Poor

Lesson plan did not allow for group interaction to occur.
Modifications
Score
Assessment

Exemplary

Thorough assessment given to students provides an accurate picture of mastering the learning objective. Highly specific data driven results can be used for long-term planning.
Good

Assessment given to students provides an accurate picture of whether students have mastered the learning objective. Data obtained can be used by teacher to plan future lessons.
Fair

Assessment given to students provides picture that students partially understand and have met the learning objective. Some of the data obtained can be used to plan future lessons.
Poor

Assessment given to students provides evidence that students understand little to none of the learning objective. Data cannot be used for future planning.
Modifications
Score





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