How2 tell rubrics of assessment for evaluation of teaching demos
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The document outlines a rubric for evaluating teacher effectiveness based on learner-centered approaches and pedagogical content knowledge (PCK) skills. It includes criteria for lesson planning, use of instructional materials, and the assessment of student learning, emphasizing the importance of engaging all types of learners. Each criterion is scored to provide an overall assessment of teaching practices aimed at promoting independent learning and critical thinking among students.
How2 tell rubrics of assessment for evaluation of teaching demos
- 1. HOW TO TELL IF A TEACHER IS LEARNER-CENTERED/HAS MINIMUM PCK SKILLS Joel Wayne Ganibe (SESDP DPTL Component 2: Quality) Rubrics of Assessment for Evaluation of Teaching Demonstrations (Please encircle the number for the score. Note that 4- stands for expert; 3 for proficient; 2- for needs improvement and 1- for beginner.) Domain(area being assessed) 4 Expert 3 Proficient 2 Needs improvement 1 Beginner A. Lesson planning Teaches with learner- centered approach) and prepared with various activities (that appeal to 3 kinds of learners— visual, aural/audio, kinesthetic)and provides challenging/fun experiential learning opportunity(games/ experiments/field observation). (1 pt) The content of lesson is relevant to curriculum objectives. (1 pt) Delivery is within time allocation/ Activities were prioritized according to learning impact (1 pt) Critical thinking (analyzing/evaluating and creating new knowledge/ conclusions) and need for further learning (homeworks) is fully encouraged and achieved (1 pt) Teaches with learner- centered approach, has some variety in learning activities (appeals to only 2 kinds of learners (ex. aural/audio & visual only) and also tries to provide experiential learning opportunity (games/ experiments/field observation) . (0.5 point) The content of the lesson is relevant to curriculum objectives. (1 pt) Delivery is within the time allocated/Activities were prioritized according to learning impact. (1 pt) Critical thinking (analyzing/evaluating and creating new knowledge/ conclusions) and need for further learning (homeworks) is encouraged and “somehow” achieved (1 pt) Still uses mostly teacher centered approach (lecture) and appeals mostly to aural learning style. Limited activities to “read the textbook and answer the quiz”and has limited techniques to make the students “experience the principle” of the lesson. (0.5 point) The content of the lesson follows the textbook but that’s it, the bigger idea or curriculum objectives is not really taught.(0.5 pt) Time management is poor/activities not prioritized (too long or too short to get the core lesson) 0 pt) Emphasis was on remembering, understanding and applying only. (0.5 pt) *No follow up learning or deepening encouraged. Only uses the easy teacher centered approach (I talk-- you listen; or “just read together, I will ask questions later) (0 pt) The objective or learning goal is not really clear. Only activity based and just the textbook. (0 pt) Time management is poor/activities not prioritized (too long or too short to get the lesson) 0 pt) Emphasis was on remembering, understanding not even applying yet. (0 pt) *No follow up learning or deepening encouraged. B. Use of the Learner- Centered Approach Implements the lesson plan very well (1 pt) Achieves full knowledge transfer by using all appropriate tools to engage all learners ---(Prepared for any situation/challenges in Implements the lesson plan sufficiently (1 pt) Achieves partial knowledge transfer by using some appropriate tools to engage learners --- (Prepared for most situations/challenges in Implements the lesson plan but wasn’t able to sustain interest/ was distracted and possibly got off-track (0.5 point) Limited knowledge transfer, needs more mastery of tools (needs to plan better using UbD) --not really prepared; Tries to teach but not according to plan; relies on rambling stories (0 pt) Very limited knowledge transfer but cannot really tell because no clear plan and evidences for learning; depend
- 2. HOW TO TELL IF A TEACHER IS LEARNER-CENTERED/HAS MINIMUM PCK SKILLS Joel Wayne Ganibe (SESDP DPTL Component 2: Quality) the classrooms with tools like graphic organizers, mindmaps, rubrics, games, real life applications, motivation, formative assessment, positive feedback, group learning, debate, homework, projects) (1 pt) Made it clear to all learners that they must develop their own independent learning plan and are responsible to discover and verify knowledge on their own. Teacher will help open the door but they must cross the entrance on their own. (1 pt) Most Students confident to ask difficult questions for deeper learning; attracted to learn; become very curious (1 pt) the classrooms with tools like graphic organizers, mindmaps, rubrics, games, real life applications, motivation, formative assessment, positive feedback, group learning, debate, homework, projects) (1 pt) Somehow communicated to the learners that it’s their responsibility to learn and they must not only depend on teacher or textbooks. .(0.5 pt) some Students confident to ask difficult questions for deeper learning. (0.5 pt) Designed only limited activities/tasks are not too interesting or directly result in learning evidences; lacks skills to cope with situation/challenges in the classrooms. .(0.5 pt) Students still depend too much on teacher and are not confident to discover on their own, or to ask good questions. (0 pt) only on textbook/ teacher guide; did not analyze the learners to design the best strategy; (0 pt) Teacher tries to spoon-feed learning to students, and so they are bored or depend too much and are hesitant to explore and validate other learning resources (0 pt) C. Use of Instruction al Materials Instructional materials directly aid full learning of the lesson and attract curiosity/ discovery (2 pts!) and Uses locally available, indigenous materials creatively-- suitable to local context and faithful to the main lesson objective/big idea (2 pts!) Instructional materials directly aids full learning of the lesson and can attract curiosity/ discovery (2 pts!) Uses locally available, indigenous materials -- suitable to local context but mostly just based on the textbook only. (1 pt) Instructional materials are passable but does not directly aid full learning of the lesson and was just based on the textbook only (0.5 pt) Did not use any instructional materials to enhance learning— just the textbook (0 pt) D. Evaluation The lesson is very clear in terms of: (i) Tested/Verified prior learning of class on new topic/lesson via KWHL/WIKI mindmap to make sure foundational knowledge is in place, especially for slow learners (1 pt) The lesson was prepared based on WALT and WILF. (i) Made continuity/ connection from prior lessons but without verifying prior learning/readiness especially of "slow learners" before introducing new lesson. Learning objective is clear but unclear evidence that learning happened. (i) no continuity/ connection from prior lessons; no fail-safe technique for ALL learners to be able to follow pace of class learning (risk students left behind) (0 pt) No learning objective and no clear target of evidence of learning. (0 pt)
- 3. HOW TO TELL IF A TEACHER IS LEARNER-CENTERED/HAS MINIMUM PCK SKILLS Joel Wayne Ganibe (SESDP DPTL Component 2: Quality) (ii)learning objectives with use of WALT (we are learning to___); (1 pt) (iii) evidence of learning via WILF (what I'm looking for) was clearly communicated from the start (1 pt) (iv) clear evidence that students have learned based on a test/ performance task or other such evidence. (1 pt) (0.5 pt) ii)WALT clearly sets the lesson objective, (1 pt) (iii) while WILF sets the evidence of learning or the learning assessment tool, it wasn't clearly communicated to learners from the start. (0.5 pt) (iv) no other evidence integrated into learning activities to prove that students have learned/objectives were achieved (0 pt) ii) WALT was established at start) (0.5 pt) iii) WILF was not established (0 pt) BONUS POINT! • Engaged the students to co-design the evaluation rubric (1 pt) • Engaged students to do their self-evaluation based on their own personal learning goals/objectives: o if as part of WILF session at the start via KWHL or students learning journal: 2 pts! because this reinforces self-directed learning and encourages students to set their own learning goals/targets o if at the end of the lesson 1 pt) For scoring summary, the total perfect score is 16. To get the rating, use: Score divided by 16 = Rating