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Evaluation of Lesson Plan
The following checklist was used to evaluate the lesson plan.
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| Content and Skills |
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- The assessment identifies the content the student is to have learned.
- The assessment identifies the skills the student will show mastery in.
- The assessment focuses on a "big" question -- significant, enduring, or relevant knowledge.
- The assessment avoids focusing on trivial, idiosyncratic, or unimportant content.
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| Criteria |
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- The criteria for the demonstration of knowledge include everything of importance.
- The criteria are clearly articulated.
- Each criterion is supported with illustrative student work.
- The criteria are stated generally, allowing for application throughout the curriculum.
- Each criterion identifies a trait that can be analyzed.
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| Performance Tasks |
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- The performance task elicits the desired demonstration of knowledge.
- The performance task is set in an authentic and appropriate context.
- It is an example of good instruction.
- Students, peers, experts, or other appropriate audiences review it.
- The performance task allows the student to cover the content and/or skill adequately.
- Results of the performance can be generalized.
- The performance task does not introduce factors that would hinder students' ability to demonstrate knowledge.
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| Fairness |
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- The performance tasks have content and context familiar, acceptable, and appropriate for all students.
- The performance tasks tap content and skills all students have had appropriate and equal opportunity to acquire.
- The performance tasks are free of cultural, ethnic, or gender biases and stereotypes.
- The performance tasks are free of language barriers.
- The performance tasks account for disabilities and assistive/adaptive needs of students.
- The performance tasks allow the student to cover the content and/or skill adequately.
- Irrelevant or unimportant aspects of the demonstration do not influence how stated objectives are judged.
- Irrelevant aspects of the student (race, gender, personality, disability, age, etc.) do not influence how stated objectives are judged.
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| Consequences |
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- The assessment communicates appropriate messages.
- The assessment results in acceptable effects on students, teachers, and others.
- The assessment is worth the time it takes.
- The assessment provides information/data upon which to base curricular and instructional decisions.
- Students and teachers perceive the assessment as valid.
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| Practical |
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- The assessment is feasible.
- The assessment is cost-efficient.
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