Lesson Plan Assessment Qs a Major Part

Lesson Plan Assessment Qs

A major part of this lesson includes requiring the students to make decisions regarding which events are significant enough to be included in the newspaper, and determining the varying levels of significance of these events. The rubric assessment methodology that is included as a part of the lesson plan directly aligns to the overall knowledge, understanding, and skills developed by engaging the student in the same determinations when it comes to the grading of the assignment. This will also ensure that students are clear on the desired outcomes, as they will have helped to develop them, and this type of rubric measurement also allows for greater fluidity and flexibility both in its development and in its application, which in a creative yet fact-based lesson plan such as the one included below is definitely a necessity in ensuring an accurate assessment (Hafner & Hafner 2003).

The content that will be created for this assignment could vary significantly in its exact dimensions and scope, and the rubric assessment recommended will allow for the entirety of this content -- and the form of this content -- to be assessed and awarded points. The level of inclusion presented by this system will ensure that the assessment is carried out fairly and accurately reflects the effort and knowledge acquisition that went into each student's work (Hafner & Hafner 2003). What matters most in the lesson could vary from student to student, and within certain bounds that is not undesirable; the rubric will allow each student to determine what matter most and assign points to it. Again, this will increase the fairness of the assessment, and encourage the critical thinking and judgment necessary to the assignment.

The use of the rubric type of assessment is very straightforward, and as each specific point of consideration is identified, discussed, and utilized in the rubric by the teacher and the student identifying features in the assignment itself and what the levels of success in each rubric point might look like in the completed assignment. As the rubric will be created with the input of the student based on the overall imperatives and objectives of the assignment, it will directly relate to and allow the reflection of the knowledge, understanding, and capabilities of each individual student in a manner that reinforces these elements and allows for their expansion, rather than limiting learning capabilities and knowledge areas through a stricter and more unilateral assessment tool or method (Hafner & Hafner 2003).