Lesson Plan Evaluation Sem 1/63
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Name -Surname of the teacher being observed *
Department *
Subject *
Subject Code *
Level *
1. Course Description
Assessment of Lesson Plan based on the following criteria *
5 = Covers all the essential elements as required/ most appropriate.
4 = Covers sufficiently essential elements as required/ substantially appropriate.
3 = Covers reasonably essential elements as required/ moderately appropriate.
2 = Covers a relatively essential elements as required/ fairly appropriate.
1 = Covers a few of the essential elements as required/ slightly appropriate.
1.1 Followed the format as specified of the school which covers the subject code, subject name, discipline, subject matter, class, semester, number of hours, number of credits.
1.2 Grouped the learning indicators or expected learning outcomes by semester or by year. The description is sorted and described in order based on learning behavior, knowledge, performance or process, attitudes, morality, ethics and desired characteristics.
1.3 Specified course contents are completely based on the curriculum.
1.4 The language used is consistent, concise and easy to understand.
2. Course Structure
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5 = Covers all the essential elements as required/ most appropriate.
4 = Covers sufficiently essential elements as required/ substantially appropriate.
3 = Covers reasonably essential elements as required/ moderately appropriate.
2 = Covers a relatively essential elements as required/ fairly appropriate.
1 = Covers a few of the essential elements as required/ slightly appropriate.
Column 6
2.1 Grouped learning standards / indicators / learning outcomes in a consistent and correlated manner.
2.2 Set appropriate amount of time for each unit required to achieve the learning indicators / outcomes, and covers specified time as indicated in the course structure.
2.3 Set a suitable task to sum up each unit in accordance with the learning indicators or learning outcomes.
2.4 Defined appropriate theme or key points for each unit of study.
3. Section 1. Linking the goals of learners’ quality, learning standards of the core curriculum, school curriculum to the lesson plan which appropriately in coherence with the learning standards / indicators, subject matter objectives and learning activities), targeting learners’ quality in acquiring knowledge, skills/ processes, competencies and desired characteristics (7.1)
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5 = Learning standards / indicators / outcomes / objectives and learning activities are well connected to each other.
4 = Learning standards / indicators/ outcomes / objectives, and learning activities are moderately in a coherent manner.
3 = Learning standards / indicators / outcomes / objectives and learning activities are partially linked to each other.
2 = Learning standards / indicators / outcomes / objectives and learning activities are less coherent in manner.
1 = Learning standards / indicators / outcomes / objectives and learning activities are inconsistent or incoherent with each other.
3.1 Coherence of learning standards / indicators / outcomes / objectives and learning activities.
4. Section 2: The organization of teaching-learning activities in the lesson plan reveals that learners can achieve the standards, indicators and objectives of the subject matter.
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5 = All learning activities are thoroughly consistent with and cover all learning objectives, subject matter, competencies and desired characteristics.
4 = Learning activities are diverse, substantially consistent with and cover considerable learning objectives, competencies and desired characteristics.
3 = Learning activities are diverse, moderately consistent with and cover reasonable learning objectives, competencies and desirable characteristics.
2 = Learning activities are less diverse, fairly consistent with and somewhat cover learning indicators, objectives, competencies and desired characteristics.
1 = Learning activities are not diverse, inconsistent and do not cover learning indicators, learning objectives, competencies and desired characteristics.
4.1 Varied learning activities which are consistent to the objectives of the lesson, subject matter, competencies and desired characteristics.
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5 = Set a variety of authentic assessment methods in assessing students’ learning objectives and outcomes which are very successfully reflected in the assessment results.
4 = Set a variety of authentic assessment methods in assessing students’ learning objectives and outcomes which are substantially reflected in the assessment results.
3 = Set moderate number of authentic assessment methods in assessing students’ learning objectives and outcomes which are averagely reflected in the assessment results.
2 = Set a few authentic assessment methods in assessing students’ learning objectives and outcomes which are fairly reflected in the assessment results.
1 = Set a limited number of authentic assessment methods in assessing students’ learning objectives and outcomes but do not reflect in the assessment results.
4.2 Setting of assessment guidelines for authentic assessment such as criteria for performance-based assessment activities like projects and presentations.
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5 = Very appropriate learning activities consistent with the learning indicators/outcomes/ objectives and assessment activities that lead learners to do the specified task very effectively.
4 = Considerably appropriate learning activities consistent with the learning indicators/outcomes/ objectives and assessment activities that lead learners do the specified task significantly effective.
3 = Moderately appropriate learning activities consistent with the learning indicators/ outcomes/ objectives and assessment activities that lead learners do the specified task reasonably effective.
2 = Fairly appropriate learning activities consistent with the learning indicators/outcomes/ objectives and assessment activities that lead learners do the specified task somewhat effective.
1 = Inappropriate learning activities inconsistent with the learning indicators/outcomes/ objectives and assessment activities that does not lead learners do the specified task ineffectively.
4.3 Appropriateness and consistency of teaching-learning activities with the learning indicators/ outcomes/ objectives and assessment activities that lead learners to do the specified task effectively.
5 Section 3: Designing learning activities which focus on developing learners’ learning process skills, covering all the domains (CAP/KPA) that cater to individual learning and differences.  
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5 = Four of the elements are evident in the designed active learning activities.
4 = Three of the elements are evident in the designed active learning activities.
3 = Two of the elements are evident in the designed active learning activities.
2 = Four of the elements are evident in the designed active learning activities.
1 = No active learning activities is displayed.
5.1 The teacher designed Active Learning Activities with the following elements which are actively evident: (1. Collaborative activities. 2. Higher order thinking skills processes such as summarizing knowledge and concepts in various forms 3. Presentation of knowledge and concepts in various ways 4. Knowledge, skills, processes are linked and applied in their daily lives)
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5 = The teacher planned a variety of learning activities covering most of the different learning styles to cater to individual differences of the learners very well.
4 = The teacher planned a variety of learning activities covering reasonable number of learning styles to cater to the individual differences well.
3 = The teacher planned a variety of learning activities covering reasonable number of learning styles to cater to the individual differences moderately.
2 = The teacher planned a few learning activities covering a fair number of learning styles to somewhat cater to the individual differences of the learners.
1 = The teacher planned learning activities that do not cater to the learning styles and to the individual differences of the learners.
5.2 The teacher planned a variety of activities covering different learning styles to cater to individual differences of the learners.
6  Section 4: Use of technology in teaching-learning activities
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5 = All characteristics mentioned above are evident in the teaching materials.
4 = Three of the characteristics mentioned above are evident in the teaching materials.
3 = Two of the characteristics mentioned above are evident in the teaching materials.
2 = Only one of the characteristics mentioned above is evident in the teaching materials.
1 = None of the characteristics mentioned above is evident in the teaching materials.
6.1 Learning materials should have the following characteristics. (Classified as technology/ appropriate / stimulates students' interest / suitable to the content of the lesson)
7 Section 5: A variety of measurements and assessment activities that focus on improving learners' learning.
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5 = Uses a wide variety of very suitable methods in measuring and evaluating learning indicators, outcomes and objectives that include maximum number of performance and authentic assessments that cover all the learning domains (CAP/ KPA.)
4 = Uses a variety of significantly suitable methods in measuring and evaluating learning indicators, outcomes and objectives which include considerable number of performance and authentic assessments that cover most of the learning domains (CAP/ KPA.)
3 = Uses a moderate variety of learning measurement and evaluation methods averagely suitable and consistent to the learning indicators, outcomes and objectives which has reasonable number of performance and authentic assessments that cover some of the learning domains (CAP/ KPA.)
2 = Uses a fair number of methods for measuring and evaluating learning outcomes somewhat consistent to the learning indicators/ outcomes/objectives of the lesson that fairly cover the learning domains (CAP/KPA).
1 = There is no variety nor suitable learning measurement and evaluation methods consistent to the learning indicators, outcomes and objectives, no obvious performance and authentic assessments that cover the learning domains (CAP/ KPA.)
7.1 Use of a variety of methods in measuring and evaluating learning indicators, outcomes and objectives which include performance and authentic assessments that cover all the learning domains (CAP/ KPA.)
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Evaluator's Name-Surname *
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