Rubric: Evaluation of Multicultural Lessons

Criteria
Goals, standards, and objectives are clear
stated.

1
Unsatisfactory
Not stated
Goals, standards,
and objectives

2
Beginning
Unclear
Goals, standards, and
objectives

3
Developing
Somewhat
Clear goals, standards and
objectives

4
Satisfactory
Mostly Clear
Goals, standards,
and objectives

5
Exemplary
Clear
Goals, standards, and
objectives

Somewhat
Designs lessons that target
several diverse learning
needs, styles,
and interests.

Mostly
Designs lessons that break
down complex tasks and
address most diverse
learning
needs, styles, and
interests.
Mostly
Designs relevant
lessons that will motivate
students and engage them
in active learning.

Highly
lessons that break down
complex tasks and address
all most diverse learning
need styles, and interests.

1.

Differentiate instructions

No differentiation
or modifications
for all students
including ELL

Lessons with some

thought as to how to
accommodate special needs
students or ELL

2.

Students engagement in the classroom

Lessons with very

little
likelihood of
motivating or
involving students

Limited
lessons that will catch
some students interest and
perhaps get a discussion
going

Students lessons materials

Respect others

Assessment considered needs of students

and was culturally sensitive, free of bias
and stereotypes.

Students rewards

Lessons that rely

mainly on
mediocre and lowquality textbooks,
workbooks, or
worksheets
They are
dependent on the
teacher to behave

Not modified and

not culturally
sensitive, free of
bias and
stereotypes
Gives out extrinsic
rewards

Somewhat
lessons that are relevant,
motivating, and to engage
most students.

Limited
Lessons that involve
appropriate multicultural
mix of materials and
technology

Somewhat
Designs lessons that use
appropriate, multicultural
mix
of materials and technology

Mostly
Designs lessons that use
appropriate, multicultural
mix
of materials and technology

Limited
Respect of students,
constantly disruptions in the
classroom.

Somewhat
Commands respect and
refuses to tolerate disruption.

Mostly
Wins some students
respect and creates a
climate in which
disruption of learning is
unthinkable
Mostly
Modified. And culturally
sensitive, free of bias and
stereotypes for most
students
Mostly
Uses incentives wisely to
encourage and reinforce
student cooperation.

Limited
Modifications and not
culturally sensitive, free of
bias and stereotypes
Limited
Students of incentives linked
to extrinsic rewards.

Somewhat
Modified and culturally
sensitive, free of bias and
stereotypes
Somewhat
Gets students to buy into a
highly effective system of
incentives linked to intrinsic
rewards.

Highly
Designs relevant
lessons that will
motivate all
students and engage
them in active learning.
Highly
Designs lessons that use
appropriate, multicultural
mix
of materials and
technology
Highly
Wins all students respect
and
creates a climate in which
disruption of learning is
unthinkable.
Highly
Modified and culturally
sensitive, free of bias and
stereotype for all students.
Highly
Gets students to buy into a
highly effective system of
incentives linked to
intrinsic
rewards.

Positive classroom environment; equal

opportunities for all students

Has a conventional
furniture
arrangement, hardto-access
materials, and no
wall display

Limited
Organize furniture and
materials to support the
lesson, with only limited
decorative displays.

Somewhat
Organizes classroom
furniture,
materials, and displays to
support unit and lesson goals

Mostly
Uses room arrangement
materials, and display to
maximize student learning
of all materials

Highly
Uses room arrangement,
materials, and displays to
maximize student learning
of all materials.