Rubrics to evaluate the syllabus and learning session

RUBRIC FOR EVALUATING THE SYLLABUS

I. IDENTIFICATION
1.1. Name of the Institution Indoamérica Public Higher Pedagogical Education Institute
1.2. Evaluator :
…………………………………………………………………………………………
1.3. Date : / / Syllabus y curricular area.....:
…………………………........
1.4. Nombres of teachers :
…………………………………………………………………………………………
II. INSTRUCTIONS: EXCELLENT evaluation when each element of the syllabus
meets all quality standards, ACCEPTABLE when each element of the syllabus
partially meets the quality standards, NEEDS IMPROVEMENT when each element does not
meets the required quality standards.
ASPECTS PERFORMANCE OR ACHIEVEMENT LEVELS SCORE
TO EVALUATE EXCELLENT ACCEPTABLE NEEDS
IMPROVE
It contains the following data: It is clearly indicated: If gives little
Name of the institution, Name of the institution, information, limited to
Subject or curricular area, Subject o area name of the
carrera pro0fesional, Número de curricular, Número de asignatura o area
Information credits and hours, Theoretical Hours credits, hours and curricular name. (0)
General in-person, Teacher's Practical Hours.
in-person, Work hours but not specified
individual, Hour and schedule of clearly:
consulta, Nombre y contacto Horas Theoretical
teacher, Classroom location, in-person Hours
Class schedule, mode of Practicum in-person,
course. (01) Hours of work
individual, Hora y horario
of consultation, Name and
contact teacher
Location of the classroom,
Class schedule,
course modality. (0)
The content is clarified The course presentation The presentation of
In general, the course is very brief and is limited; the course lacks
theoretical level of the course and focuses only on the presentation of relevant information
the knowledge contained in the course stands out, I do not know in a way that the
previous that the student must provide student information cannot have
to possess for success in the course, relevant to a global vision of the
the importance of the course within the importance of the course itself.
Presentation of the Study Plan, the contribution study plan neither in the
of the area that the course will contribute to the course in the
training integral of integral training of
student, the contribution of the course in student. (01)
preparation for performance
student's professional, it is indicated
relevant information in the
development of the course as:
special requirements for
laboratory or activity
field, material and equipment that the
student must to possess
software used in the course,
projects y activities
extracurriculars to develop.
(02)
Semester competencies and Only himself
indicate the Se the indicates
of
of the semester The learning objectives to be achieved are from one semester competency to another.
clearly formulated y to reach. semester to achieve in
selected. (03) ambiguous form. (01)
The learning achievements The learning achievements the list the
they contain the basic elements they contain the contained elements a
y they are sequenced basics y they are developing for a period
adequately in the sequenced of time. (01)
Organization respective sessions of adequately in the
of the learning. respective sessions of
learnings The contents to be developed learning.
are organized into themes and
subtopics within the achievements of
learning.
The weather is appropriate.
organized indicating dates of
execution of sessions y
evaluations. (03)
The teaching methodology A description is made It is not indicated
learning Briefly outline the course methodology.
strategies didactics of the course, without mentioning (01)
teaching for: search, learning strategies
Strategies collection, organization and analysis recommended for the student
didactics of information, the preparation of for better performance.
learning; self-learning, (02)
autonomous learning, the inter
learning, metacognition, the
use of different technologies
and to generate learning
situated of the student. (03)
It contains the evaluation matrix The evaluation is indicated. Only the indication is given.
with all its elements. summative, considering the number of exams
The instructions are presented. score assigned to each writing to be done and the
general guidelines for evaluation, actividad: exams score assigned to the
Matrix of making known the type of writings, tasks, same activities. (01)
evaluation of evaluation quantitative y practices and projects. (02)
the qualitative, at this point it
learnings specify the type of instruments
to be used in the evaluations.
The assigned percentage is indicated.
for the qualification of each
instrumento: proceso, productos
fine and portfolio.
It is indicated whether the evaluation will be or
not unified with other areas
curricular y sections, it
they specify the requirements for the
assessment, the penalty for
fraud the replacement of
exams and late assignments.
The time is specified
intended for review of
evaluation results and the
strategies to develop the
same, emphasizing the right to
continuous review by the
student, of their performance
academic. (03)
The APA 5 format is used. Only the book is indicated. Only the book is indicated.
Bibliography edition. Textbooks used in the course text are presented. (01)
basic texts, specialized texts and some other books of
 Current. Reference journals are presented.
scientific specialized.
Present different sources
bibliographic: physical books and
virtual, physical magazines and
virtuals, videos, CDs, etc. Link
to be used by the
students.(03)
The syllabus presented contains: The syllabus document The syllabus is not well
identification with its respective has the identification with identified, the
institute logo, excellent its respective logo format no is
Presentation spelling, institutional presentation, but the friendly and it is difficult
of the syllable
easily readable format and format is not easy to handle due to the number
pleasant to the eye, it is a reading. of pages that
easily manageable document contains. (0)
in which has been used the
space with efficiency.
Score 20 - 15 points 15 - 12 points 11 - 5 points
Final score

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Academic Chief Academic coordination V° B° General Directorate

RUBRIC FOR EVALUATING THE DESIGN AND DEVELOPMENT OF THE LEARNING SESSION
I. IDENTIFICATION
1.1. Nombre de la Institución : Instituto de Educación Superior Pedagógico Público Indoamérica.
Date: /
/
1.2. Evaluator ………………………………………………………Context:......................................................
1.3. Curriculum area : ……………………………………………………………………………………………………………
1.4. Trainer Teacher : …………………………………………………………………………………...................................
II. INSTRUCTIONS EXCELLENT rating when each element of the session meets all the
quality standards (3), ACCEPTABLE when each element of the session partially meets the standards of
calidad (2), NECESITA MEJORAR cuando cada elemento no cumple con los estándares de calidad exigidos (1).
FACTOR WEIGHT CRITERION LEVELS OF PERFORMANCE OR ACHIEVEMENT POINT
DEL NEEDS IMPROVEMENTACCEPTABLE EXCELLENCE E
CRITERIA (01) (02) (03)
O
DESIGN OF If provides little does it indicates Contains the
SESSION OF Information information, limited to clearly following data:
LEARNING General subject name or name of the Name of the
E curricular area. institution, institutional area, area
curricular, curricular title
from the session and race
date of professional, title
execution. from the session,
date of
execution y
duration.
Achievements of It indicates the achievements of The achievements of The achievements of
learning learning in the form of learning learnings
ambiguous. they are
they are clearly
30%
formulations of formulations y
way they contain everything
generic y the elements
contain necessary.
some
 elements
basics.
The learning achievements The achievements of The achievements of
and didactic strategies in learning
Syllabus management y learning and the
they correspond to the strategies strategies
established in the syllabus. didactics didactics
proposals are proposals
correspond
partly with what with the
specified in specified in
the syllabus. the syllabus.
The didactic strategy or The strategy The strategy
Strategy activities didactic proposals didactics
o o
didactics they are generic and not activities activities of
described in detail. proposals are teaching -
suitable y learning
consistent with proposals in
each one of the each moment
moments of the appropriate sound and
sequence. coherent with
the achievements of
learning. The
time is
organized from
proper form
and coherent.
Evaluation The instrument from the instrument The instrument
proposed evaluation does not evaluate evaluation
it is not valid or reliable for proposed is proposed is
evaluate the achievement of valid y valid and reliable
learning. reliable for evaluating the
evaluate the achievement of
of learning. learning. The
He does not detail the [Link]
strategy of application in
evaluation a adequate y
apply. coherent.
Presentation The design is not good. The design The design
identified, the format not presented presented
it is friendly and it is difficult it contains: The
management. identification identification with
with so so respective
respective logo of the institute,
institutional, excellent
but the spelling format,
it is not easy to present in
reading. format
easily
legible y
pleasant to the
view, it is a
document
easily
manageable in the
what himself ha
used the
space with
efficiency of
agreement al
official format.
2. Mastery of the subject He/She does not know the subject well. Sample Show mastery
CAPACITY knowledge complete y
PEDAGOGICAL general of the exhaustive of the
theme. theme
developed.
Management del does not meet the Develop the topic and the
syllable syllabus content. theme using activities
undeveloped strategies
declared in the corresponding
syllabus. with the
specified in
the syllabus.
Domain of class Does not demonstrate authority nor strives to develop the
group management. show class showing
authority y authority y
to handle effective management
group although of the group.
he/she is unable to do it
50% in its entirety.
Clarity y His explanation is not about Transmit its Transmit sus
precision all understandable. knowledge knowledge
with clarity with clarity and
although for precision. The
moments are students
not very precise. they understand you
explanations.
Tone of voice, His tone of voice is low and His tone of voice His tone of voice
verbal language and does not make use of language allows him to be allows him to be
no verbal. no verbal. heard by heard by
the students the students.
although it doesn't accompany
on
use of verbal language
no verbal. with gestures,
movements of
hands, etc.
Displacement Stay in the same one Moves in Moves through
place during the whole class some the classroom
of
or its displacement is moments or its way
very limited. displacement opportune.
it is not appropriate.
Personal image It doesn't show arrangement, you saw clothes wear clothes
personal and/or wore formal clothes, but not formal. Show
informal. demonstrate cleaning y
arrangement personal arrangement.
personal.
Development The activities the activities the activities
they favor the construction proposals
of learning. approach to the permit
learning to build the
although learning a
teacher not through of
fosters the actions what
participation they allow the
active participation
students. active of the
students,
both in it
cognitive
affectionate y
practical.
Application Does not include activities of Includes Include in the
practical application. activities session
practices activities that
 although these do not allow applying
they allow what has been learned at the

transfer the practice.

learned in the
theory.
Evaluation Does not verify the level of Develop Check the
learning achievement. achievement level activities of
learning assessment
even though these have not been reached a
they allow through the
verify the activities o
achievements obtained actions
or achieved.
contained in the
instrument of
evaluation.
Develop the
strategy of
evaluation
proposal.
3. MANAGEMENT10% Capacity The teacher does not identify Thethe teacher cares about
FROM THE empathy needs of identify the needs
RELATIONSHIP learning of the learning needs
TEACHER - students. apprentice of the ones the
STUDENT students but students and in
they are not based on athem
they for search
facilitate the strategies for
learning facilitate the
learning.
Interaction The teacher has a The teacher creates a
teacher - student distant attitude that does not exert effort for a friendly atmosphere
encourages participation in creating a trustworthy one
the students. a friendly environment that allows the
although no participation
fosters the active of the
student participation a
the students. through of
No provides techniques
adequate feedback
and on it. throughout the
class.
Brinda
feedback
to participation
of the
students.
4. USE 10% Proper use of It only makes use of the It makes use of the It makes use of
SUITABLE resources chalkboard. If you use chalkboard resources
y blackboard, internet
DE available with texts presenting multimedia multimedia, etc.
RESOURCES spelling mistakes or although sine y in so
grammar. Does not mention using graphics presentation
corresponding sources. or images that combine text,
help a images
complementary graphics and videos
the contents related to
exposed. the topic. The text
it is written
making use of
the rules of
spelling y
grammar. Quote
the sources
 corresponding
.
Use of material Does not use material The teacher makes Includes in the
o additional resources. use of session material
complementary additional more additional diverse
they do not enrich the to enrich
construction of the construction
learning. of learning.
Cite the sources.
FINAL SCORE
Evaluation Qualitative:
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………….......
....

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Academic Management Academic program coordination V° B° Direction

General
Published byUnknownto the20:49
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