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iRubric: CALL Lesson Plan Rubric

iRubric: CALL Lesson Plan Rubric

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CALL Lesson Plan Rubric 
Lesson Plan Evaluation
This rubric provides an evaluation metric for a CALL Lesson Plan.
Rubric Code: C96985
By lbofill
Ready to use
Public Rubric
Subject: Education  
Type: Assignment  
Grade Levels: Graduate

Powered by iRubric Lesson Plan Evaluation
  Good (3 pts)

The important steps are incorported into the lesson plan and provide clear direction and guidance that will allow another educator to follow the lesson plan.

3 pts

Fair (2 pts)

The steps are included in the lesson plan however data or explaination is vague or incomplete.

2 pts

Poor (1 pt)

There is no effort to include important steps in the development of the lesson plan.

1 pts

Lesson Title
1 %

The student understands the importance of including the descriptive title in the lesson plan.
Good (3 pts)

The title is included. The title captures the essence of the lesson.
Includes words that describe student learning and teaching approach are included.
Fair (2 pts)

The title is included.
The title captures the essence of the lesson.
Words that describe student learning and teaching approach are missing or are vague.
Poor (1 pt)

The title is missing.
Introduction (Section 1)
3 %

The student understands the importance of including proper introduction in the lesson plan.
Good (3 pts)

Paper provides a thorough description of to the lesson, the author, and context.
Fair (2 pts)

Paper provides a cursory description of to the lesson, the author, and context.
Poor (1 pt)

Paper minimally introduces or does not introduce to the lesson, the author, and context.
Audience (Section 2)
3 %

The student understands the important of identifying and describing the audience for the lesson plan.
Good (3 pts)

The description of the audience (age, knowledge, academic level, etc) is thorough.
Fair (2 pts)

The description of the audience (age, knowledge, academic level, etc) is incomplete or vague.
Poor (1 pt)

There is minimal or no description of the audience (age, knowledge, academic level, etc).
Learning Focus Section
Learning Theory
10 %

The student understands how to evaluate and select an appropriate learning theory for the lesson.
Good (3 pts)

The description of the learning theory and rationale for selecting it is fully explained and related to the overall lesson.
Fair (2 pts)

The description of the learning theory and rationale for selecting it is explained and related to the overall lesson.
Poor (1 pt)

The description of the learning theory and rationale for selecting it is minimally/not at all explained and/or not related to the overall lesson.
Objectives
10 %

The student understands the importance of adding clear student objectives.
Good (3 pts)

Specific learning objectives are listed, and describe what the students will know, understand, value, or be able to do in the lesson.
Fair (2 pts)

The learning objectives are listed but do not reflect what the students will know, understand, value, or be able to do in the lesson.
Poor (1 pt)

There are no objectives or learning goals in the lesson.
Collaboration and Web 2.0
10 %

The student understands that the the role of collaboration and using Web 2.0 tools to aid in this element of learning.
Good (3 pts)

There is a clearly defined plan to allow for collaboration and negotiation of meaning. Selection of Web 2.0 tool is appropriate and thoroughly explained.
Fair (2 pts)

There is a defined plan to allow for collaboration and negotiation of meaning. Selection of Web 2.0 tool is appropriate and explained. Some vague or unclear elements.
Poor (1 pt)

There is a minimally described plan to allow for collaboration and negotiation of meaning or collaboration does not allow for negotiation of meaning. Selection of Web 2.0 tool is inappropriate and/or minimally explained.
Authentic Learning
10 %

The student understands the role of authentic learning in a language classroom
Good (3 pts)

The description of authentic learning in the lesson is thorough with references from the assigned readings used to support the author's choices.
Fair (2 pts)

The description of authentic learning in the lesson is brief with minimal or no references from the assigned readings used to support the author's choices.
Poor (1 pt)

The description of authentic learning in the lesson is minimal with no references from the assigned readings and/or used incorrectly.
Feedback, Review, and Re-Teach
10 %

The student understands how to incorporate feedback into the learning process.
Good (3 pts)

The lesson clearly explains how the instructor will incorporate feedback, review, and re-teaching into the learning.
Fair (2 pts)

The lesson briefly or superficially explains how the instructor will incorporate feedback, review, and re-teaching into the learning.
Poor (1 pt)

The lesson minimally or does not explain how the instructor will incorporate feedback, review, and re-teaching into the learning.
Assessment Section
Assessment of Learning
10 %

The student understands the role of assessment in the teaching and learning process
Good (3 pts)

Assessment activities are thoroughly described and appropriate for the lesson. Assessment events are incorporated into the lesson plan and are designed to allow the teacher to accurately measure learning throughout the lesson.
Fair (2 pts)

Assessment activities are briefly/superficially described; are somewhat appropriate for the lesson. Assessment events are somewhat incorporated into the lesson plan and are designed to allow the teacher to measure learning at the end of the lesson.
Poor (1 pt)

Assessment activities are minimally or not described; are not appropriate for the lesson. Assessment events are minimally or not incorporated into the lesson plan and do not allow the teacher to measure learning effectively.
Evaluation Section
Evaluation of Technology
10 %

The student understands the role of technology in a CALL environment.
Good (3 pts)

The paper provides a thorough and accurate analysis of the technology used in the lesson. The technology selected is used to support and encourage active learning.
Fair (2 pts)

The paper provides a brief and/or inaccurate analysis of the technology used in the lesson. The technology selected does not support or encourage active learning.
Poor (1 pt)

The paper provides a minimal or does not provide an analysis of the technology used in the lesson. The technology selected does not support or encourage active learning.
Reflection
3 %

Good (3 pts)

Paper clearly responds to all prompts with a thorough self-analysis of the development of the project.
Fair (2 pts)

Paper somewhat responds to all prompts with a minimal self-analysis of the development of the project.
Poor (1 pt)

Paper does not respond to all and prompts and/or provides a superficial self-analysis of the development of the project.
Mechanics and Grammar
Mechanics
15 %

The paper follows
standard academic
English writing
requirements.
Good (3 pts)

There are no
grammatical errors or
typos.
Fair (2 pts)

There are few
grammatical errors or
typos.
Poor (1 pt)

There are many
grammatical errors
and/or typos.
Organization
5 %

The paper follows
the APA and paper length
guidelines.
Good (3 pts)

None to a few APA errors
made; formatting requirements are met
Fair (2 pts)

Some APA errors made;
formatting requirements are met
Poor (1 pt)

Many APA errors made
and/or formatting requirements are not met



Keywords:
  • Lesson plan, Evaluation, CALL


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