Lesson evaluation rubric-v2 (16 June)
Criteria Unsatisfactory
Lesson objectives
- objectives are build based on
the syllabi and objectives
- Conceptual statements
- Learner’s performance and
expectations are clearly written
Instructions/Procedures
- described instructions are given
- Instruction caters for
di erentiation
Organisation & usage of
media
- built upon prior knowledge/
skills
- Objectives are attained
- Modes of media used
Assessment
- is in alignment with the
objectives
- formats build on preset ratios
- assessment methods are well
described
- Diversity of approach
Student cent-redness
- Content is age-relevant to learners
and connects to their prior knowledge
& understanding.
- Build in asynchronous learning format
- student choice: a range of learning
-
options given to direct own learning
includes open-ended section or
activity
ff
ff
ff
ff
ff
Improvement required
0 pt
Objectives does not articulates any
Concepts and Contextual
application. No Conceptual
Statement developed.
No instruction given for learning or
di erentiation.
Unit plan is not built upon prior
knowledge and no objectives is
attained. No media is used.
Assessments are not aligned with
the objectives. Do not embrace the
formats ratio of 4:2:1. Assessment
methods is missing.
Lesson is irrelevant to learners and
involve only synchronous activities
or tasks. No opportunities for
higher-level thinking.
Standard achieved
1 pt
Objectives articulates a derivative
of a Major or Minor Concept with
the Contextual application of the
objective for delivery of the lesson.
No Conceptual Statement
developed.
Instruction provided may allow
learner to complete the task or
learning outcomes. No instruction
caters for di erentiation.
Unit plan is not built upon prior
knowledge. Some objectives may
attained. Mono-modality media is
used.
Some mentions of the objectives in
assessments. Do not embrace the
formats ratio of 4:2:1. Assessment
methods may be provided. Uniform
assessment approach applied
Some part of the lesson is relevant.
Activities or tasks are in
synchronous format. Student
choice is not supported. May not
involve higher-level thinking.
Exemplary
2 pts
Objectives articulates a derivative
of a Major or Minor Concept
accompanied with the Contextual
application of the objective for
delivery of the lesson. This would
also be partially included in the
construction of the Conceptual
Statement developed.
Instruction are provided to lead
learner in completing the task or
leaning outcomes. Di erentiation in
aspect of linguistics is spotted but
inconsistent.
Unit plan may built upon prior
knowledge. Some objectives is
attained. Mono-modality media is
used.
Assessments are in alignment with
the objectives. Assessment formats
may build on the ratio of 4:2:1.
Assessment methods provided.
Uniform assessment approach
applied
Some part of the lesson is relevant
and connected to learners’
knowledge/experience. Activities or
tasks may build in asynchronous
format. Evidence of student choice
is limited. Higher-level thinking is
invited.
3 pts
Objectives articulates a derivative
of a Major and Minor Concept
accompanied with the Contextual
application of the objective for
delivery of the lesson. This would
also be articulated in the
construction of the Conceptual
Statement developed. Thus, it
would state in result the success
criteria of the learning.
Instruction are provided to allow
learner to achieve the top
attainment level in the success of
the tasks or learning outcomes.
Di erentiation in aspect of
linguistics would be account for.
Unit plan is built upon prior
knowledge and is led to the
attainment of the learning outcome.
Multimodality media is used.
Assessments are in alignment with
the objectives. Assessment formats
are build on the ratio of 4:2:1.
Assessment methods are
described and diverse assessment
approaches applied
Lesson is relevant and connected
to learners’ knowledge/experience.
Activities or tasks are build in
asynchronous format. Guidelines
are provided to supports student
choice. At least one open-ended
section is included.
 Platform maximisation Does not use BeED system. No Use of some features or tools on Use of some features or tools Use of all features and tools
- Use all features on BeED, such re ection process involved. the BeED system. No guidance available on the BEED system to available on the BeED system to
as media, MCQ/SCQ, timer
function and hyperlink. provided for learning on the support learning objectives. support learning objectives.
- Use tools on BeED, such as platform. May not involve re ection Guidance available to follow Comprehensive guidance available
equation builder, journal and
marking tools.
during learning. learning on the platform. Journaling to utilise learning on the platform.
- Inclusion of journal tools is invited. Opportunity to journal is included.
- Clear guidance given to use the
platform for learning

Introduction and closure
- Introduction include real-world
connection or anecdote that
piques learners’ interest
- Closure includes summary of
the main points, reinforces the
key concepts and a prompt for
further exploration
Introduction that is not engaging
learners. Topic closure is not
provided. Not include further
exploration on topic.
Introduction may capture learners’
attention and motivates them to
engage the topic. No topic closure
provided. No further exploration is
included.
Introduction may capture learners’
attention and motivates them to
engage the topic. Topic closure
provided by summarises the main
points or reinforce the key points.
Further exploration is not included.
Introduction that is able to capture
learners’ attention and motivates
them to engage the topic. A
comprehensive closure provided by
summarises the main points and
reinforce the key points. A prompt
for further exploration is included.

Creativity and originality Rote learning occurs. No originality Meaningful learning may occurs. Meaningful learning occurs. Some Meaningful learning occurs. The
- goes beyond rote learning and in content presentation. No Some of the lesson display of the lesson display originality in lesson demonstrates originality in
the lesson is original
- Innovative approach that go innovative approach in the lesson originality in presenting the content. presenting the content. Innovative presenting the content. Innovative
beyond traditional teaching delivery. Ideas/activities presented No innovative approach in the approach of the lesson may approach in which the lesson
methods, lesson incorporates
unique perspectives and
do not enhance the learning lesson delivery. Ideas/activities incorporates unique perspectives incorporates unique perspectives
creative elements. experience. presented do not enhance the or creative elements in its delivery. and creative elements in its
- use of ideas/activities in an learning experience. The ideas/activities presented may delivery. The ideas/activities
unexpected ways
enhance the learning experience. presented signi cantly enhance the
overall learning experience.
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