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iRubric: Evaluate effectiveness of a lesson rubric

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Evaluate effectiveness of a lesson Evaluate effectiveness of a lesson Criteria evaluating the effectiveness of a lesson. From poor weighting 1 point to fair weighting 2 points to good weighting 3 points. Rubric Code: P23B84 By sunniefromoz Draft Public Rubric Subject: (General) Type: (Other) Grade Levels: (none)

Evaluate effectiveness of a lesson Evaluating the students learning abilities to the skills of teaching in the classroom.
	Poor The student has an insuficiant understanding of the area of context. With limited skills. 1 pts	Fair Student has a sound knowledge and understanding of the context. Applies knowledge and skills in most situations. 2 pts	Good Student has extensive knowledge of the context. Student has a high level of competence and can apply the knowledge to new situations. 3 pts
Classroom management This scale measures how the student completes appropriate work Keeping on track for time, the teacher monitors and reacts to students in a variety of context.	Poor Students has an elementary understanding of finishing ontime tasks. Teachers support is negative and no further justification is made about time allocaton. Students has a basic knowledge of routine and structure in the class.	Fair Student has a sound knowledge and understanding of ontime tasks and establishes and maintains focus on completing most work.	Good Student has a extensive knowledge and understanding of the context and can engage with ontime tasks with little to no supervision.
Behaviour Maximising on-task behaviour by guiding students through their learning activities by interesting and stimulating lessons to appeal to the interest of students.	Poor Student demonstrate no decision -making skills and behaviour is disruptive. Student has limited understanding in most areas of the context with limited competence in some of the processes and skills. Teacher uses a variety of teaching techniques to check for understanding.	Fair Student demonstrates sound decision-making skills and behaviour in personal,school and community context. Teacher is able to guide the student through the lesson appropriately for productive learning.	Good Student demonstrates a high level of decision-making skills and responsible behaviour in personal, school and community context. Teacher successfully guides students behaviour through interesting and stimulating learning activities.
Ethical practices This scale measures students values,beliefs,and responsibility to all aspects of the students environment.	Poor Student has low social-awareness and interpersonal skills with little or no values,respect,beliefsThere is a lack of support for the development of difference. Teaching is limited in an inpositive environment.	Fair Student has a basic understanding of social and cultural differences: has personal respect and for others. Teacher helps promote the physical,emotinal,social and intellectual wellbeing of all students.	Good Student demonstrates a high level of understanding in responsibility,values and beliefs in personal,school and community contexts. The student is able to apply the knowledge and these skills to establish positive relations. Teacher provides a safe and supportive learning environment and preventing harm to all students. Teacher is to treat all students justly and equitably.
Assessment This scale measures how the student responds and understands the teacher clear written and verbal assignments.	Poor Student has a elementary knowledge and understanding of the context with very limited achievements of completing an activity with repeated instructions for assignments.	Fair Student attempts and finishes all projects/assignments and classroom work with basic knowledge of the context. Has a sound knowledge and understanding of teachers instuctions and routines in the class for positive learning.	Good Student initiates and applies good work habits to projects/assignments and classroom work. Clear understanding of teachers instructions and can work effectively to finish all work. Has a high level of competance in the processess of skills and can apply these skills to new situations.
Connectedness beyond the classroom This scale measures the extent to which the student uses the work context to connect to the students own personal experience and beyond the classroom.	Poor Their is no clear connection between classroom knowledge and personal experience to or beyond the classroom. Their is limited intervention from the teacher to further engage students in their interests.	Fair Student recognise some connection between their personal experience and classroom knowledge. The teacher guides the students knowledge to see a connection to their own world for sound learning.	Good Students engage and connect with classroom knowledge and their personal experience. Using different techniques to guide students in making a related connection to the knowledge successfully.
Engagement This scale measures students engagement in all areas of the classroom in having all work complete.	Poor Student has a basic knowledge and understanding of context engagement. Almost always off-task and has limited achievements. Student is discruptive in the class.	Fair The student is engaged and connected most of the time with very few students being off-task.	Good Student engages and connectsto projects with an extensive level of competence in thinking and problem solving. Student participates in decisions for life long learning. Teacher aids in the development of thinking skills and has the student deeply involved.
Higher order thinking This scale measures lower order thinking to higher order thinking on a broad range of materials which are to evaluate students understanding of problem solving and discovering new meanings of the context.	Poor Students engage only in lower order thinking. Their is evidence of some sort of routine.	Fair Students engage mainly in lower order thinking with a basic knowledge of engaging in higher order thinking: of at least 1 project engaging in higher order thinking.	Good Student has extensive knowledge and understanding in the manipulation of higher order thinking. Almost all of the time their is evidence of higher order thinking.

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