Hawa Gen Basiliso

EDM-4

Task Description

At the end of the FIRST WEEK, you have to accomplish a Table of Specification (TOS)
for a Quarterly Assessment in your class. Utilize your created TOS for your FS 100
Module 4.

a) Use the Table of Specification (TOS) template below.

Learning No. of Percentag Item Placement Under Each No. of

Competency Contact e of Items Cognitive Complexity Items
Hours Rem Und App Ana E Cre
v
a
Solves 3 10% 1,2 3
problems ,3
involving
sampling
distribution
s of the
sample
mean.

1.
Computes 3 10% 4,5 3
for the ,6
point
estimate of
the
population
mean.

Computes 3 10% 7,8 3

for the ,9
confidence
interval
estimate
based on
the
appropriate
form of the
estimator
for the
population
mean.
. Solves 2 6% 10, 2
problems 11
involving
confidence
interval
estimation
of the
population
mean.

Computes 3 10% 12, 3

for the 13,
14
point
estimate of
the
population
proportion.

Computes 3 10% 15, 3

for the 16,
17
confidence
interval.

Solves 2 6% 18, 2
problems 19
involving
confidence
interval
estimation
of the
population
 proportion.
Computes 6 20% 20, 6
for the 21,
22,
length of 23,
the 24,
confidence
26

interval.

Computes 2 10% 27, 3

for an 28,
appropriate
sample size
using the
length of
the interval.

Solves 2 6% 29, 2
problems 30
involving
sample size
determinati
on.
Total 29 100% 29

b) Show how you calculated each column, together with the formula.
 The formula in getting the percentage of items:
number of days
Percentage of items =
total number of days

 Formula for getting the number of items

Number of items= (percent of the topic multiply to total number of items)

c) After you completed your TOS, it is time to construct your Quarterly Assessment.
Choose the Multiple-Choice Item format (refer to the lesson) for your exam. Submit a
copy in your Google Classroom with answer key.
Direction: Encircle the letter of the correct answer.

Solves problems involving sampling distributions of the sample mean.

Lance works in an insurance company. Last January he was able to insure 2 persons.
Last February, he was able to insure 3 persons. Last March, he was able to insure 5
persons. Assume that sample of size 2 are randomly selected with replacement from
this population of three values.

1. Based on the problem, what is the mean of the sampling distribution?

a. 3

b. 4

c. 5

d. 2

2. Based on the problem, what is the standard deviation of the sampling distribution?

a. 12

b. 9

c. 12.5

d. 5

3.) Suppose you have a normally distributed variable with known variance. How many
standard errors do you need to add and subtract from the sample mean so that you
obtain 95% confidence intervals?

a. 1.96

b. 1.98

c. 1.97

d. 1.95

Computes for the point estimate of the population mean.

4. Supposed that you want to find out the average weight of all players on the volleyball
team at DOrSU. You are able to select 10 players at random and weigh them. The
mean weight of the players is 98, so that the population standard deviation is 11.50.
What is a 90% confidence interval for the population weight?
a. -1.65 and 1.65

b. -1.65 and 1.62

c. -1.62 and 1.68

d. 1.65 and 1.65

5. What is the average of the following grades in first semester?

Math English Science Filipino

90 85 89 86

a. 87 b. 88 c. 87.2 d. 87.5

6.) The height of students studying at a language school follows a normal distribution
with a mean of 1.62 m and a standard deviation of 0.12. What is the probability that the
mean of a random sample of 100 students will be taller than 1.60 m?

a. 0,8515

b. 0,7515

c. 0,9515

 d. 0,9555

Computes for the confidence interval estimate based on the appropriate form of
the estimator for the population mean.

7. What is the confidence interval when the sample mean is 65.55 and the margin of
error is 3.50?

a. 62.05<μ<69.05

b. 62.55<μ<69.5

c. 63.5<μ<69.05
d. 62.5<μ<68.05

8. What is the confidence interval which sample mean is 70.60 and the margin of error
is 2.65

a. 62.5<μ<69.05

b. 67.95<μ<73.25

c. 67.5<μ<73.05

d. 62.5<μ<69.05

9.) What the confidence interval at 95% for 104 population mean.

a. (101.55; 106.45)

b. (100.55; 106.45)

c. (101.55; 107.45)

d. (101.55; 100.45)

Solves problems involving confidence interval estimation of the population mean.

10. The mean and the standard deviation of the scores of a random sample of 45
students who took the final test are calculated to be 76 and 12.5 respectively.

What is the 95% confidence interval for the entire grade 12 students?

a. 63. 5 < μ < 88.5

b. 63.6 < μ < 87.7

c. 62.5 < μ < 85.5

d. 63.5 < μ < 86.5

11. The mean and standard deviation of the blood sugar level of randomly selected
50 patients in hospital are 150mg /d/ and 4. 60mg /d/ respectively,

what is the 90% interval for the mean of all patients in the hospital?

a. 145. 4 < μ < 154. 6

b. 144.4 < μ < 153.6

c. 145.4 < μ < 153.6

d. 154.4 < μ < 154.6

Computes for the point estimate of the population proportion.

12. Out of 120 randomly selected people on the devisoria 25 of them are mommies,
what is the sample proportion?

a. 0.25

b. 0.20

c. 0. 21

d. 0.22

13. In recent survey of 850 students we found out the 416 of them have laptop, what is
the population proportion?

a.4.02

b. 2.01

c. 2.04

d. 4.03

14.) Determine the interval of 95% confidence for the average heights of the population

a. (1.7108,1.7892)

b. (1.8108,1.6892)

c. (1.7100,1.8892)

d. (1.7008,1.7882)

Computes for the confidence interval.

15. What is confidence interval when n=40 p=0.70 and confidence level is 95%.

a. 0.655<p<0.745

b. 0.654<p< 0.744

c. 0.654<p<0.745

d. 0.653 <p<0.753
16. What is confidence interval when n=700 p=0.45 and confidence level is 99%.

a. 0.403<p<0.499

b. 0. 599<p< 0.403

c. 0.498<p<0.402

d. 0.402 <p<0.498

17.) The monthly sales of an appliance shop are distributed according to a normal law,
with a standard deviation of $900. A statistical study of sales in the last nine months has
found a confidence interval for the mean of monthly sales with extremes of $4,663 and
$5,839.

What were the average sales over the nine month period?

A.

b    8 9

c    6

d    4

19. Solves problems involving confidence interval estimation of the population

proportion.

18. Out of 150 randomly selected people in the mall, 45 of them were student,

what is the sample population?

a. 30

b. 3.0

c. 0.30

d. both a and c

19. In a random sample of 120 book, 30 of them are novels, what is the value of p ́?

a. 8

b. 4
c. 4.5

d. 0.4

Computes for the length of the confidence interval.

20. What is the length of the confidence interval with the given data 0.246<p<0.233?

a. 13
b.0.13
c. 31
d. 0.33

21. What is the length of confidence interval with the data 0.629<p<0.655?

a. 0.26
b. 26
c. 0.026
d. 0.0026
22. The length of a confidence interval is 8. What is its margin of error?
a. 4
b. 8
c. 2.
d.10
23. What is the sample size necessary to estimate a population mean to within 1
with 90% confidence given that the population standard deviation is 10.
a. 270.6025
b. 200.6025
c.270.2560
d.230.1020
24. Suppose that the sample mean was calculated as 150. What is the
estimation the population mean with 90% confidence.
a. (159.0007,150.9993)
b. 169.0007,150.9993)
c (149.0007,150.9993).
 d. 179.0007,150.9993)
25 If the sample size is 64 individuals, and the percentage of color blind
individuals in the sample is 35%, determine using a significance level of 1%, the
corresponding confidence interval for the proportion of the color blind population.
a. (0.296, 0.504)
b. (0.136, 0.904)
c. (0.197, 0.505)
d. (0.196, 0.504)
26. An automotive engineer wants to estimate the cost of repairing a car that
experiences a 25 MPH head-on collision. He crashes 24 cars, and the average
repair is $11,000. The standard deviation of the 24-car sample is $2,500.

Provide a 98% confidence interval for the true mean cost of repair.
a. 11,000±1,275.5
b. 12,000±1,275.5
c. 13,000±1,275.5
d. 14,000±1,275.5

Computes for an appropriate sample size using the length of the interval.

27. What is the sample size required to estimate population proportion, the following
data? Confidence level 90% p=0.48 E.0.042

a. 3.85

b. 383

c. 38.5

d. both a and c

28. What is the sample size required to estimate population proportion, given the
following data? Confidence level 90% p=0.475% E.0.045%
a.307

b. 073

c. 730

d. 308

Solves problems involving sample size determination.

29. In a previous study by a student, it was found out that 28.5% of the students used
Facebook. This year your statistics teacher wants you to conduct a study on the current
percentage of twitter users among the students in your school. How many students
must you include in your study to be 95% confidence so that the margin of error is no
more than 3.5 percentage?

a. 369.04

b. 639.04

c. 640

d. .640

30. Teacher Anna found out that 30% of her students in her previous class play Mobile
Legend. She want to conduct a study on the current percentage of ML user among her
students. How many students must she include in the study to be 90% confidence so
that the margin of error is no more than 4.5 %?

a. 850

b. 845

c. 850.5

d. 858
d) Use the Item Analysis template below.

No. of Correct No. of Correct Discrimination

ITEM Difficulty Index
Items (U) Items (L) Index

1. 5 3 0.4 0.30
2. 5 4 0.45 0.10
3. 5 3 0.4 0.30
4. 5 3 0.4 0.30
5. 3 2 0.25 0.10
6. 3 2 0.25 0.10
7. 4 1 0.25 0.03
8. 5 3 0.4 0.20
9. 5 3 0.4 0.20
10. 5 4 0.45 0.10
11. 5 4 0.45 0.10
12. 5 2 0.35 0.30
13. 5 4 0.45 0.10
14. 5 3 0.4 0.20
15. 4 1 0.25 0.03
16. 3 2 0.25 0.10
17. 5 1 0.3 0.40
18. 5 3 0.4 0.20
19. 5 2 0.35 0.30
20. 5 1 0.3 0.40
21. 5 1 0.3 0.40
22. 5 2 0.35 0.30
23. 5 3 0.4 0.20
24. 3 1 0.2 0.20
25 3 1 0.2 0.20
26. 2 1 0.15 0.10
27. 5 2 0.35 0.30
28. 5 2 0.35 0.30
29. 5 2 0.35 0.30
30 5 4 0.45 0.10
...
 e) Answer the following questions:
● Which question was the easiest? Item 2, 10, 11, 13, 30
● Which question was the most difficult? Item 24, 25
● Which item has the poorest discrimination? Item 2, 5, 6, 10, 11, 12, 13, 14, 17, 18,
19
● Which questions would you eliminate first (if any) – why? Nothing to eliminate.

III. Student Assessment

RUBRICS FOR TOS

HIGHEST POSSIBLE
CRITERIA EARNED SCORE
SCORE

CALCULATION

1. Correct calculation of No. (Modify According to the no.

of Contact Hours for of objectives)
each objective.
2. Correct calculation of
Percentage of Items for
each objective.
3. Correct calculation of No.
of Items for each
objective.
TOTAL

RUBRICS FOR CONSTRUCTED EXAM

HIGHEST POSSIBLE
CRITERIA EARNED SCORE
SCORE

1. Test items promote 10

higher order thinking
skills.
2. Test Items are clear and 10
concise.
3. Test Items avoids hint in 10
the body of the
question/statement.
4. Test Items has minimal 10
use of textbook language
or any source.
 5. Test Items does not 10
include trivial
question/statement.
6. Direction is placed before 10
the items and is stated in
a clear and
comprehensive manner.
TOTAL

RUBRICS FOR ITEM ANALYSIS

HIGHEST POSSIBLE
CRITERIA EARNED SCORE
SCORE

CALCULATION

1. Correct calculation of 10
Difficulty Index for each
item.
2. Correct calculation of 10
Discrimination Index for
each item.

PRODUCT and PROCESS-ORIENTED TASK DESIGN AND RUBRICS

LESSON 2: Process-oriented and Product-oriented Performance-based Assessment

II. Task Description

At the end of the SECOND WEEK, you have to make a Process-oriented and Product-oriented
Performance based assessment. Follow the succeeding instructions.

PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT

a) Choose one learning competency in the K-12 Curriculum, consider your course
specialization when choosing the subject and grade level. Identify a specific task that
shows process or skills. Then, create a process-oriented learning competency. Fill up
the table below.
 Subject: Grade Level: 9 Date:

Content Standard: GEOMETRY

Performance Standard: The student is able to investigate, analyze, and solve

problems involving parallelograms and triangle similarity through appropriate and
accurate representation.

Specific Task: Students will analyze, modify and reanalyze a physical model of
a parallelogram in the
coordinate plane to help them to move from the concrete to the abstract in their
understanding of the characteristics of such figures
Process-oriented Learning Competencies:
1. Use Cartesian coordinates and other coordinate systems, such as
navigational, polar, or
spherical systems, to analyze geometric situations

b) Create a task design or performance task aligned from your process-oriented

learning competencies. Use the format below.

Topic: Discovering Characteristics of Parallelograms

Using a Physical Model

Possible Task Design or Performance Task: Parallelogram Analysis Handout

Materials: Two different colors of tape (painter's tape is recommended as it is

easy to peel off of
the floor, but masking or other tape will suffice)

Procedure:
 In this task/activity students should discover the properties of
parallelograms.
 This activity should take one block or its equivalent.
 The teacher will have used masking tape of Color #1 to create
coordinate plane axis on
the floor of the classroom before class begins.
 Onto each set of axis, the teacher will have created a parallelogram
using tape of Color #2
 (This MUST be placed second, so that it can be removed without
disrupting the tape that
represent the axes). The teacher will have placed one protractor into
each area for student
use.
 Parallelogram Analysis Handout

Look at the set of lines on the floor in front of you. Answer the
following questions in your own
words, including appropriate units!

1.) Draw a sketch of the figure on the floor above, marking congruencies
and any parallel lines.
2.) What do you think will happen when you add the diagonals? What will
they do?
3.) Use the midpoint formula to find the intersection point of the diagonals.
Show your work here:
Use the distance formula (four times) to confirm that the expected
congruencies happen when the
diagonals bisect each other. Answers should be exact (no decimals).

c) Formulate a scoring rubric aligned from your process-oriented learning competencies to

your task design or performance task to see continuity. Follow the steps presented in
designing rubrics.

RUBRICS for (Parallelogram Analysis Handout)

5 3 2 Score
Diagram is Diagram is Diagram in
accurate accurate inaccurate
and neatly but sloppy outright or else
drawn and and/or too
includes all missing sloppily drawn
congruencies some to tell
Diagram Quality /parallel congruencies if it is accurate
marks /parallel and/or
marks is missing
most
congruencies/
parallel
marks
Diagonal Midpoint Minor errors Major errors in
 found in the the
correctly with computation computation of
work shown. of the the
midpoint, but midpoint (work
work is shown) or else
Intersection/Midp shown no
oint work shown at
Formula all
(which gets
zero
points
regardless of
its accuracy)
All four At least two Less than two
distances are are
calculated calculated calculated
correctly correctly or correctly,
Distance Formula
else all four other work
Midpoint
are either
Confirmation
calculated missing or else
with only containing
minor errors serious
in errors
execution

PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT

a) Choose one learning competency in the K-12 Curriculum, consider your course
specialization when choosing the subject and grade level. Identify a specific task that
requires a product of process/skills. Then, create a product-oriented learning
competency. Fill up the table below.

Subject: MATHEMATICS Grade Level: 9 Date:

Content Standard: GEOMETRY

Performance Standard: The student is able to investigate, analyze, and solve

problems involving parallelograms and triangle similarity through appropriate and
accurate representation.

Specific Task: Build and manipulate representation of a two dimensional isosceles

tringle into a three dimensional figure
Product-oriented Learning Competencies:
 ● Beginner Level (identifies quadrilaterals that are parallelograms.)

● Skilled Level (determines the conditions that make a quadrilateral a

parallelogram.)

● Expert Level (illustrates similarity of figures.)

b) Create a task design or performance task aligned from your product-oriented

learning competencies. Use the format below.

Topic: (Forming 3D Figure)

Possible Task Design or Performance Task: Cut the three isosceles triangle and
the square drawn from the paper and paste the square at the bottom of the
formed figure. The output should be a 3D representation of an isosceles triangle
or in other word a PYRAMID

Materials:
Pencil
Ruler
Glue
30 x 60 protractor
Calculator
Drawing sheet

Procedure:
a. Draw an isosceles triangle in a drawing paper whose base is 5
inches and legs with 7 inches. Draw 3 isosceles triangle with the
same dimension.
- Draw a square in the drawing paper with a 5 inches base and a
height of inches.
b. Cut the 3 triangles and paste it all together and cut the squares and
paste it in the bottom to form a figure. It should be 3-d
representation of a Pyramid.
c. Using a ruler, measure the Perimeter and the Height of the triangle.
d. Compute the area of the triangle using the formula: A=1/2 BH
e. Compute the perimeter, volume and area of the pyramid whose
base 125 feet and legs with 565 feet.
 a) Formulate a scoring rubric aligned from your product-oriented learning competencies to
your task design or performance task to see continuity. Follow the steps presented in
designing rubrics.

RUBRICS for (Forming 3D Figure)

5 3 2 Score
Views are The Does not
presented geometric present a clear
with attention figure is representation
to detail such drawn as of the
DRAWING OF
as required but geometric
GEOMETRIC
measuremen the project figure.
FIGURE
t views are
presented
with little
attention to
details.
Demonstrate Demonstrate Demonstrate
a general a basic little or no
FORMING 3D understandin understandin evidence of
FIGURE g of g of understanding
geometry geometry of geometry
and its basic and its basic and its basic
concepts. concepts. concept.
All Presented Incorrect
MEASURING calculations correct measurement
AND correctly solution but of the figure
COMPUTATION shown in not in order
orderly manner
format.

III. Student Assessment

RUBRICS for Product/Process-oriented Learning Competency

Needs Meets Exceeds

SCORE
CRITERIA Improvement Expectations Expectations
EARNED
(2) (3) (5)

Establishes the use

of active verb in the
statement. e.g., The
child will be able to
trace, copy and write
different strokes,
instead of Different
strokes are used by
the child in tracing,
copying and writing.

Learning
competency is
observable,
measurable and is
based on
performance/product
.

Learning
competency aligns to
content and
performance
standard.

TOTAL

RUBRICS for Product/Process-oriented Task Design

Needs Good Excellent SCORE

CRITERIA
Improvement (2) (3) (5) EARNED

Task is aligned to the

learning
competency.

Task is authentic,
relevant and is set in
a realistic context.

Task engages
students and
promotes HOTs.

Task is
product/process
oriented.
 TOTAL

RUBRICS for Task Design Rubrics

Needs Good Excellent SCORE

CRITERIA
Improvement (2) (3) (5) EARNED

Criteria is explicit,
detailed and clearly
stated.

Uses simple
language that
students can
understand.

Criteria is not
recurring and assess
different aspects of
the task.

Criteria addresses
observable
traits/features of the
task.

Uses
scales/descriptors in
rating each criterion.

TOTAL
LESSON 3: Actual Teaching and Learning Activities Related to Assessment of Learning

I. Intended Learning Outcomes:

● To immerse students in taking the role of the teacher focusing on incorporating

assessment to the lesson during actual teaching or demonstration teaching.

o Select the appropriate assessment methods, tools, or tasks for different learning
outcomes.
o Determine if the assessment tools or tasks are aligned to the level of the learning
outcomes.
o Create a detailed lesson plan incorporating assessment that are congruent to the
instructional objectives.
o Develop a teaching portfolio that contains detailed daily lesson plan, rating
scales, and instructional materials.

II. Task Description

At the end of the THIRD WEEK, you will prepare a Lesson Plan, Developed Instructional
Materials, and Rating Scales. Refer to the K-12 Curriculum of your field of specialization. Follow
the succeeding instructions.

a) Develop first the skeletal framework of congruency of your assessment tasks and
learning outcome by following the template given below to check the alignment of
assessment tasks to your learning outcome.

Cognitive Levels Learning Outcome/ Assessment Task Is the level of

of Learning Lesson Objective from Evaluation from your assessment
Outcome your Lesson Plan Lesson Plan aligned to the
(Bloom) (Write lesson objective in (Write it in the level of the
the appropriate level appropriate level objective?
outcome) outcome)

YES NO
1. Remembering Name and tell the months Let us arrange the /
of the year in the right months of the year in
order the right order. (Let the
pupils arrange the
months in a pocket
chart while asking them
specific celebrations to
guide them to arrange
the months in the right
order. Ask questions
which relate to their
 individual experiences.)
2. Understanding

Trace and write the Trace the name of each /

months of the year
3. Applying
Show appreciation of
being able to recognize
months of the year
month. Then write the
month again on the
right side.
(Give the class an
individual activity sheet)
(Using flash cards of /
months and calendar
show to the class the
name of months that
they give.)

4. Analyzing

5. Evaluating

6. Creating

b) Create a Detailed Daily Lesson Plan following DepEd Order No. 42, s. 2016 on Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. This
time, ensure that you are making this lesson plan with a strong emphasis of congruency
of learning activities, assessment tasks and tools to your instructional objectives.

School MLHS Grade Level 7

Hawa Gen
Teacher
DETAILED DAILY Basiliso
LESSON PLAN Teaching Date
November 8, 3rd Quarter
2021 Quarter
& Time
8:00am-9:am
a. Identified the concrete models of points, lines and planes.
I. OBJECTIVES b. Compare and contrast point, lines and planes.
c. Illustrates the points, lines and planes in real-life example.

demonstrates
understanding of key
A. Content Standards concepts of geometry of
shapes and sizes, and
geometric relationships.
Student is able to create models of
plane figures and formulate
B. Performance and solve accurately
Standards authentic problems involving
sides and angles of a
polygon
C. Learning represents point, line and plane using
Competencies/ concrete and pictorial models. M7GE-IIIa-1
Objectives
(Write the LC code for
each)
II. CONTENT GEOMETRY
K to 12 MELCs
III. LEARNING
Math 7 Self Learning Module
RESOURCES
file:///C:/Users/User/Documents/hawa/LC.pdf
A. References
https://drive.google.com/file/d/12obC0cf3BrOjuo7ZGE9sqgHl
1. Teacher’s Guide
Pages eXl5tKJo/view
page 228
2. Learner’s Materials 1. Geometry III. 2013. pp. 3-4*
Pages 2. BEAM I – Module 1: Points,
https://www.aproged.pt/biblioteca/planeandsolidgeometry.pdf
3. Textbook pages
page299
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Before we start our class, can someone in
lessons or presenting the class recall what was our last
the new lesson discussion?
Class have you ever tried relating points lines and planes in
B. Establishing purpose your real life situation?
for the lesson

For todays’ activity, you will group yourselves into 3. Start

C. Presenting counting from Ara.
examples/instances for
the new lesson Since you are 30 here in the classroom and no one is absent.
We will come up a 3 groups with ten members.
For todays’ activity, you will group yourselves into 3. Start
D. Discussing new counting from Ara.
concepts and practicing
new skills # 1 Since you are 30 here in the classroom and no one is absent.
We will come up a 3 groups with ten members.
Get a one whole sheet of paper and follow the instruction that
will be presented.
E. Discussing new
concepts and practicing
new skills # 2 (The teacher will prepare her power point to present the
activity.)

Direction: Use the figure to name each of the following.

F. Developing Mastery
(Leads to Formative
Assessment 3) 10 points- Directions are followed and is neat.
7 points- Clear but doesn’t show neatness.
5- Do not follow directions/ ‘Just to submit’ work.
 Identify whether the object is a representation of a point, line
or plane.
G. Finding practical 1. Android phone _________________
applications of
concepts and skills in 2. Edge of a whiteboard ____________
daily living 3. Mongo________________________
4. Strand of straight hair____________
5. Tip of a charger_________________
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities none
for application or
remediation
V. REMARKS
VI. REFLECTION
a. Number of 10
learners who
earned 80% on
the formative
assessment
b. Number of 5
learners who
require additional
activities for
remediation
c. Did the remedial Yes, there 8 students who caught up with the
lesson work? lesson.
Number of
learners who
have caught up
with the lesson.
d. Number of 5 students
learners who
continue to
require
remediation
e. Which of my Giving positive feedback like “very good”. This help my
teaching students to participate without hesitating.
strategies work
well? Why did
this work?
f. What difficulties When giving evaluation to my students.
did I encounter
which my
principal or
supervisor help
me solve?
g. What innovations Using E-learning materials because it encourage students to
or localized explore and discover more about their learning.
material did I use
/ discover which I
 wish to share
with another
teacher?

III. Student Assessment

RUBRICS FOR LESSON PLAN

EXCEEDS MEET NEEDS

CRITERIA EXPECTATION EXPECTATION IMPROVEMENT

10 8 6

Learning Targets/Objectives

Lists measurable learning targets/

objectives that reflect key
concepts of the discipline, are
aligned with state and national
standards, and are based on
students’ needs and abilities

Instructional Strategies Aligned

to Objectives

Plans and designs instructional

strategies that align with stated
learning targets/ objectives and
considers classroom/school
context, as well as each
individual’s level of skills and
abilities.

Multiple Levels of Learning

Plans instructional strategies and

activities (e.g., higher-order
questioning, multiple
representations, etc.) that foster
the development of higher order
thinking, and plans for student
responses to the
strategies/activities.

Assessment

Plans methods of assessment

that align with and directly
measure student performance on
the stated learning targets/
objectives, and incorporates
methods of process and/or
project-based assessment.

Plans for Technology During

Instruction

The lesson plan indicates the

teacher candidate and students
will use technology in a manner
that facilitates and enhances
instruction and/or student
learning, as well as provides
differentiated instruction that
supports the needs of all leaners.

TOTAL