Differentiated Instruction Rubric

CATEGORY

4 Points

Exemplary

3 Points

Accomplished

2 Points

Developing

1 Point

Beginning

Total

Points

1. Standards / Identifies content and technology standards early on and maintains a clear focus throughout. The lesson. / Establishes content and technology standards early on and maintains focus for most of the lesson. / There are a few lapses in focus, but the content and technology standards are identified fairly clear. / It is difficult to figure out the content and technology standards the lesson addresses. / 4
2. Instructional Goals / Instructional goals and an overview clearly stated. Students have a clear understanding of what is expected of them. Students can determine what they should know and be able to do as a result of learning and activities. / Instructional goals and an overview of the lesson are stated. Students have an understanding of what is expected of them. Students can determine what they should know and be able to do as a result of learning and instruction. / Instructional goals and an overview of the lesson are stated but are not easy to understand. Students are given some information regarding what is expected of them. Students are not given enough information to determine what they should know and be able to do as a result of learning and instruction. / Instructional goals and an overview of the lesson are not stated. Learners can not tell what is expected of them. Learners can not determine what they should know and be able to do as a result of learning and instruction. / 4
3. Application of Differentiation / Application of differentiation is appropriate for learning environment and outcomes. The application of differentiation enhances learning. / Application of differentiation is basically appropriate for learning environment and outcomes. Some applications of differentiation enhance learning to some extent. / Application of differentiation is beginning to be appropriate for learning environment and outcomes. Differentiation application does not affect learning. / Application of differentiation is inappropriate (or nonexistent) for learning environment and outcomes. / 4
4. Students’ Readiness, Interests, and Learning Profiles / Application of learning profile is present and is used to enhance learning environment and outcomes. / Application of learning profile s basically appropriate for learning environment and outcomes. / Application of learning profile is beginning to be applied appropriately for learning environment. / Application of learning profile is inappropriate (or nonexistent). / 4
5. Rubric / Application of rubric is present and is used to enhance learning environment and outcomes. / Application of rubric is basically appropriate for learning environment and outcomes. / Application of rubric is beginning to be applied appropriately for learning environment / Application of rubric is inappropriate (or nonexistent / 4
6. Assessment / Method for assessing student learning and evaluating instruction is clearly delineated and authentic. Can be readily used for expert, peer, and/or self-evaluation. / Method for assessing student learning and evaluating instruction is present. Can be readily used for expert, peer, and/or self-evaluation. / Method for assessing student learning and evaluating instruction is vaguely stated. Assessment is teacher dependent. / Method for assessing student learning and evaluating instruction is missing. / 4
Score
24 is passing