1 Rubrics For Assessing The Flipchart Found Online

1
Rubrics for assessing the flipchart found online

Name of the flipchart
2d and 3d shapes

Promethean Username
kguidry

Link
http://www.prometheanplanet.com/en/Download.aspx?ContentId=18768
HOW WILL THE FLIPCHART BE GRADED?
CATEGORY
Total
scores
Scores
obtain
ed 2 1 0
A
l
i
g
n
m
e
n
t

w
i
t
h

C
u
r
r
i
c
u
l
u
m

2 0
Objective(s) are specific,
content is accurate and is
aligned to the standards
Objectives are
vague/ not
mentioned, content
is accurate and is
aligned to the
standards
Objectives are vague,
content is
inaccurate/insufficie
nt and is not aligned
with the standards
2 1
Title , standards , essential
question and specific
objectives are mentioned in
the flip chart
Title and essential
questions are
mentioned but
specific objectives
are not mentioned.
Neither title,
essential questions
nor specific
objectives are
mentioned in the
lesson
E
n
g
a
g
e
m
e
n
t

a
n
d

i
n
t
e
r
a
c
t
i
v
i
t
y

2 1
Activities are varied (in 2 or
more ways) and are suitable
for the varied learning styles.
Two different
activities are there,
but they are not
suitable to varied
learning styles.
No variation in
activities. A single
activity is presented
throughout the
lesson, that all
learners needed to
be engaged in.
2 0
Includes activities that
facilitate higher order
thinking (analysis , synthesis ,
creation)
Includes activities
that facilitate
comprehension and
application of the
concept
Includes activities
that only facilitate in
the enhancement of
knowledge of a
particular concept
2 0
Provides more than two
opportunities to the students
for interaction, response and
feedback
Provide only two
opportunities to the
students for the
interaction, response
and feedback
Provides no
opportunity to the
students for
and feedback
2 0
More than three mediums
are used to illustrate facts,
concepts and procedures
(images, web links, movies ,
sounds , action , texts, etc. )
Three mediums are
used to illustrate
facts, concepts and
procedures (images,
web links, movies,
sounds, action, texts,
etc. )
Less than three
mediums are used to
illustrate facts,
concepts and
procedures (images,
web links, movies ,
sounds , action , texts
etc. )
A
s
s
e
s
s
m
e
n
t

2 1
Pre-assessment, assessment
within the lesson and/or
after the lesson is taken to
ensure that the students'
understanding is developed,
throughout the lesson. And
the feedback is also given to
them.
Assessment is taken
once or twice.
However, feedback is
not the part of the
lesson plan.
No assessment is
conducted through
out the lesson.
2 1
Students' understanding is
assessed using higher order
questions (Analysis, Synthesis
and Creation)
Students'
understanding is
assessed using lower
order questions
(comprehension and
application)
students' knowledge
is assessed using
knowledge level
questions
M
a
t
h
e
m
a
t
i
c
a
l

c
o
n
s
t
r
u
c
t
s

2 0
Procedural Fluency is
developed using range of
exercises and questions
developed to some
extent and 1-2
questions are given
for that
not at all developed.
No evidence of
Practicing
Mathematics was
found
2 1
Conceptual Understanding
was developed by providing
more than two aspects of a
single concept
Conceptual
understanding was
insufficiently
developed by
providing only two
aspects of a concept
Conceptual
understanding is not
at all developed. The
whole focus is
Procedural Fluency
G
r
a
p
h
i
c
s

&

P
i
c
t
u
r
e
s

2 2
Graphic organizers and
pictures are used and placed
appropriately to catch
students' attention and
interest.
Graphic organizers
and pictures are used
rarely or placed
inappropriately to
catch students'
attention and
interest.
Graphic organizers
and pictures are not
used
T
e
x
t

C
o
l
o
r

a
n
d

b
a
c
k
g
r
o
u
n
d
s

2 2
Text color and size; image
color and size; and
background color make the
flip chart legible and catchy.
Text color and size;
image color and size;
and background
color make the flip
chart legible.
and background
color make the flip
chart illegible.
O
r
g
a
n
i
z
a
t
i
o
n

a
n
d

M
e
c
h
a
n
i
c
s

2 2
Information is presented in a
logical sequence (easy to
hard) and hence it is easy to
follow.
Some information is
skipped which make
the sequence difficult
to follow.
Information is not
presented in a logical
sequence (easy to
hard) and hence it is
very difficult to
follow.
2 0
Clear directions are included
on flipchart pages or in notes
for each page of instruction
or for each activity
Vague directions are
included on flipchart
pages or in notes for
each page of
instruction or for
each activity
No directions are
each page of
instruction or for
each activity
2 1
Use of grammar, spelling and
mechanics are accurate.
Use of grammar,
spelling and
mechanics have 4-5
mistakes in it.
Use of grammar,
spelling and
mechanics have
more than 4-5
mistakes in it.
C
o
p
y
r
i
g
h
t
s

2 0 All the references are given
Few references are
given and few are
missing No reference is given
Total 32 12

Percentage

37.5%

General Comments: Objectives are not specified. However, the lesson covers the concepts on two and three
dimensional shapes. But, the concept such as area and volume are not touched upon. The main ideas
discussed are face, vertices, and sides of 3d objects. To improve the lesson plan, it is suggested to include
objectives and some exercises that builds up interaction with the students and develop students' interest in
the lesson.

*Rubric adapted from http://www.prometheanplanet.com/documents/uk-us/pdf/professional-
development/activinspire-flipchart-rubric.pdf

2

Three dimensional shapes

Promethean Username
kari doster

Link
http://www.prometheanplanet.com/en/Resources/Item/30122/3d-shapes#.U8Ho_vmSwpo

CATEGORY
Total
scores
Scores
obtain
ed 2 1 0
A
l
i
g
n
m
e
n
t

w
i
t
h

C
u
r
r
i
c
u
l
u
m

2
1
Objectives are
vague/ not
mentioned, content
is accurate and is
aligned to the
standards
content is
with the standards
2
1
the flip chart
Title and essential
questions are
mentioned but
specific objectives
are not mentioned.
Neither title,
essential questions
nor specific
objectives are
mentioned in the
lesson
E
n
g
a
g
e
m
e
n
t

a
n
d

i
n
t
e
r
a
c
t
i
v
i
t
y

2
2
Two different
but they are not
suitable to varied
learning styles.
No variation in
throughout the
lesson, that all
learners needed to
be engaged in.
2
0
creation)
Includes activities
that facilitate
comprehension and
application of the
concept
Includes activities
the enhancement of
knowledge of a
particular concept
2
2
feedback
Provide only two
students for the
and feedback
Provides no
opportunity to the
students for
and feedback
2
2
Three mediums are
used to illustrate
facts, concepts and
procedures (images,
web links, movies,
etc. )
Less than three
mediums are used to
illustrate facts,
concepts and
procedures (images,
web links, movies ,
etc. )
A
s
s
e
s
s
m
e
n
t

2
2
them.
Assessment is taken
once or twice.
not the part of the
lesson plan.
No assessment is
conducted through
out the lesson.
2
1
and Creation)
Students'
understanding is
order questions
(comprehension and
application)
students' knowledge
is assessed using
knowledge level
questions
M
a
t
h
e
m
a
t
i
c
a
l

c
o
n
s
t
r
u
c
t
s

2
1
developed to some
extent and 1-2
questions are given
for that
No evidence of
Practicing
Mathematics was
found
2
2
single concept
Conceptual
understanding was
insufficiently
developed by
providing only two
Conceptual
whole focus is
Procedural Fluency
G
r
a
p
h
i
c
s

&

P
i
c
t
u
r
e
s

2
2
interest.
Graphic organizers
rarely or placed
inappropriately to
catch students'
attention and
interest.
Graphic organizers
used
T
e
x
t

C
o
l
o
r

a
n
d

b
a
c
k
g
r
o
u
n
d
s

2
1
color and size; and
and background
color make the flip
chart legible.
and background
color make the flip
chart illegible.
O
r
g
a
n
i
z
a
t
i
o
n

a
n
d

M
e
c
h
a
n
i
c
s

2
2
follow.
Some information is
skipped which make
to follow.
Information is not
sequence (easy to
very difficult to
follow.
2
0
each page of
instruction or for
each activity
No directions are
each page of
instruction or for
each activity
2
2
Use of grammar,
spelling and
mechanics have 4-5
mistakes in it.
Use of grammar,
spelling and
mechanics have
more than 4-5
mistakes in it.
C
o
p
y
r
i
g
h
t
s

2
1
All the references are given
Few references are
given and few are
Total 32
22

Percentage

68.8%

General Comments: Objectives are not specified. However, the lesson covers the concepts on two and three dimensional shapes. The concept such as area and
volume are not touched upon. The main ideas discussed are pyramids and polygons. To improve the lesson plan, it is suggested to include objectives and some
exercises that allow students to create and evaluate something.


3

Identifying solids

Promethean Username
Kelly Ridgway

Link
http://www.prometheanplanet.com/en/Resources/Item/20011/2d-shapes#.U8Ho_vmSwpo
CATEGORY
Total
scores
Scores
obtain
ed 2 1 0
A
l
i
g
n
m
e
n
t

w
i
t
h

C
u
r
r
i
c
u
l
u
m

2
1
Objectives are
vague/ not
mentioned, content
is accurate and is
aligned to the
standards
content is
with the standards
2
1
the flip chart
Title and essential
questions are
mentioned but
specific objectives
are not mentioned.
Neither title,
essential questions
nor specific
objectives are
mentioned in the
lesson
E
n
g
a
g
e
m
e
n
t

a
n
d

i
n
t
e
r
a
c
t
i
v
i
t
y

2
2
Two different
but they are not
suitable to varied
learning styles.
No variation in
throughout the
lesson, that all
learners needed to
be engaged in.
2
1
creation)
Includes activities
that facilitate
comprehension and
application of the
concept
Includes activities
the enhancement of
knowledge of a
particular concept
2
2
feedback
Provide only two
students for the
and feedback
Provides no
opportunity to the
students for
and feedback
2
0
Three mediums are
used to illustrate
facts, concepts and
procedures (images,
web links, movies,
etc. )
Less than three
mediums are used to
illustrate facts,
concepts and
procedures (images,
web links, movies ,
etc. )
A
s
s
e
s
s
m
e
n
t

2
1
them.
Assessment is taken
once or twice.
not the part of the
lesson plan.
No assessment is
conducted through
out the lesson.
2
2
and Creation)
Students'
understanding is
order questions
(comprehension and
application)
students' knowledge
is assessed using
knowledge level
questions
M
a
t
h
e
m
a
t
i
c
a
l

c
o
n
s
t
r
u
c
t
s

2
2
developed to some
extent and 1-2
questions are given
for that
No evidence of
Practicing
Mathematics was
found
2
2
single concept
Conceptual
understanding was
insufficiently
developed by
providing only two
Conceptual
whole focus is
Procedural Fluency
G
r
a
p
h
i
c
s

&

P
i
c
t
u
r
e
s

2
2
interest.
Graphic organizers
rarely or placed
inappropriately to
catch students'
attention and
interest.
Graphic organizers
used
T
e
x
t

C
o
l
o
r

a
n
d

b
a
c
k
g
r
o
u
n
d
s

2
1
color and size; and
and background
color make the flip
chart legible.
and background
color make the flip
chart illegible.
O
r
g
a
n
i
z
a
t
i
o
n

a
n
d

M
e
c
h
a
n
i
c
s

2
2
follow.
Some information is
skipped which make
to follow.
Information is not
sequence (easy to
very difficult to
follow.
2
0
each page of
instruction or for
each activity
No directions are
each page of
instruction or for
each activity
2
1
Use of grammar,
spelling and
mechanics have 4-5
mistakes in it.
Use of grammar,
spelling and
mechanics have
more than 4-5
mistakes in it.
C
o
p
y
r
i
g
h
t
s

2
1
Few references are
given and few are
Total 32
21

Percentage

65.6%

General Comments: To improve, include the directions in the notes section so that teachers find it easy to follow. Include higher order thinking that involves
students in creation and evaluation process. Also mention the references .

4

Surface area and volume

Promethean Username
Leena Sarieh

Link
http://www.prometheanplanet.com/en/Resources/Item/52612/surface-area-and-volume#.U8Hr4fmSwpo
CATEGORY
Total
scores
Scores
obtain
ed 2 1 0
A
l
i
g
n
m
e
n
t

w
i
t
h

C
u
r
r
i
c
u
l
u
m

2
1
Objectives are
vague/ not
mentioned, content
is accurate and is
aligned to the
standards
content is
with the standards
2
1
the flip chart
Title and essential
questions are
mentioned but
specific objectives
are not mentioned.
Neither title,
essential questions
nor specific
objectives are
mentioned in the
lesson
E
n
g
a
g
e
m
e
n
t

a
n
d

i
n
t
e
r
a
c
t
i
v
i
t
y

2
2
Two different
but they are not
suitable to varied
learning styles.
No variation in
throughout the
lesson, that all
learners needed to
be engaged in.
2
1
creation)
Includes activities
that facilitate
comprehension and
application of the
concept
Includes activities
the enhancement of
knowledge of a
particular concept
2
1
feedback
Provide only two
students for the
and feedback
Provides no
opportunity to the
students for
and feedback
2
0
Three mediums are
used to illustrate
facts, concepts and
procedures (images,
web links, movies,
etc. )
Less than three
mediums are used to
illustrate facts,
concepts and
procedures (images,
web links, movies ,
etc. )
A
s
s
e
s
s
m
e
n
t

2
1
them.
Assessment is taken
once or twice.
not the part of the
lesson plan.
No assessment is
conducted through
out the lesson.
2
1
and Creation)
Students'
understanding is
order questions
(comprehension and
application)
students' knowledge
is assessed using
knowledge level
questions
M
a
t
h
e
m
a
t
i
c
a
l

c
o
n
s
t
r
u
c
t
s

2
1
developed to some
extent and 1-2
questions are given
for that
No evidence of
Practicing
Mathematics was
found
2
0
single concept
Conceptual
understanding was
insufficiently
developed by
providing only two
Conceptual
whole focus is
Procedural Fluency
G
r
a
p
h
i
c
s

&

P
i
c
t
u
r
e
s

2
2
interest.
Graphic organizers
rarely or placed
inappropriately to
catch students'
attention and
interest.
Graphic organizers
used
T
e
x
t

C
o
l
o
r

a
n
d

b
a
c
k
g
r
o
u
n
d
s

2
2
color and size; and
and background
color make the flip
chart legible.
and background
color make the flip
chart illegible.
O
r
g
a
n
i
z
a
t
i
o
n

a
n
d

M
e
c
h
a
n
i
c
s

2
1
follow.
Some information is
skipped which make
to follow.
Information is not
sequence (easy to
very difficult to
follow.
2
0
each page of
instruction or for
each activity
No directions are
each page of
instruction or for
each activity
2
2
Use of grammar,
spelling and
mechanics have 4-5
mistakes in it.
Use of grammar,
spelling and
mechanics have
more than 4-5
mistakes in it.
C
o
p
y
r
i
g
h
t
s

2
0
Few references are
given and few are
Total 32
16

Percentage

53.3%

General Comments: To improve, include the references and directions in notes. Moreover, also add activities that develop conceptual understanding of the
students.


5

Geometrical Solids _ Review

Promethean Username
Lynn Speegle

Link
http://www.prometheanplanet.com/en/Resources/Item/55694/geometric-solids-review#.U8HtjfmSwpp
CATEGORY
Total
scores
Scores
obtain
ed 2 1 0
A
l
i
g
n
m
e
n
t

w
i
t
h

C
u
r
r
i
c
u
l
u
m

2
1
Objectives are
vague/ not
mentioned, content
is accurate and is
aligned to the
standards
content is
with the standards
2
1
the flip chart
Title and essential
questions are
mentioned but
specific objectives
are not mentioned.
Neither title,
essential questions
nor specific
objectives are
mentioned in the
lesson
E
n
g
a
g
e
m
e
n
t

a
n
d

i
n
t
e
r
a
c
t
i
v
i
t
y

2
1
Two different
but they are not
suitable to varied
learning styles.
No variation in
throughout the
lesson, that all
learners needed to
be engaged in.
2
1
creation)
Includes activities
that facilitate
comprehension and
application of the
concept
Includes activities
the enhancement of
knowledge of a
particular concept
2
1
feedback
Provide only two
students for the
and feedback
Provides no
opportunity to the
students for
and feedback
2
0
Three mediums are
used to illustrate
facts, concepts and
procedures (images,
web links, movies,
etc. )
Less than three
mediums are used to
illustrate facts,
concepts and
procedures (images,
web links, movies ,
etc. )
A
s
s
e
s
s
m
e
n
t

2
0
them.
Assessment is taken
once or twice.
not the part of the
lesson plan.
No assessment is
conducted through
out the lesson.
2
1
and Creation)
Students'
understanding is
order questions
(comprehension and
application)
students' knowledge
is assessed using
knowledge level
questions
M
a
t
h
e
m
a
t
i
c
a
l

c
o
n
s
t
r
u
c
t
s

2
2
developed to some
extent and 1-2
questions are given
for that
No evidence of
Practicing
Mathematics was
found
2
0
single concept
Conceptual
understanding was
insufficiently
developed by
providing only two
Conceptual
whole focus is
Procedural Fluency
G
r
a
p
h
i
c
s

&

P
i
c
t
u
r
e
s

2
0
interest.
Graphic organizers
rarely or placed
inappropriately to
catch students'
attention and
interest.
Graphic organizers
used
T
e
x
t

C
o
l
o
r

a
n
d

b
a
c
k
g
r
o
u
n
d
s

2
1
color and size; and
and background
color make the flip
chart legible.
and background
color make the flip
chart illegible.
O
r
g
a
n
i
z
a
t
i
o
n

a
n
d

M
e
c
h
a
n
i
c
s

2
1
follow.
Some information is
skipped which make
to follow.
Information is not
sequence (easy to
very difficult to
follow.
2
0
each page of
instruction or for
each activity
No directions are
each page of
instruction or for
each activity
2
2
Use of grammar,
spelling and
mechanics have 4-5
mistakes in it.
Use of grammar,
spelling and
mechanics have
more than 4-5
mistakes in it.
C
o
p
y
r
i
g
h
t
s

2
0
Few references are
given and few are
Total 32
12

Percentage

40

General Comments: To improve, include the pre-assessement questions. Moreover, also add activities/question answers that triggers students' higher order
thinking and develop their conceptual understanding. Also include references and directions in notes.
.


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Rubrics for assessing the flipchart found online

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