Module 4.
EVALUATION OF THE DEVELOPED LEARNING/LESSON
PLAN
After completing this topic, you shall be able to:
1. compare the concept of evaluating the design versus evaluating the implementation.
2. actively participate in an online discussion forum to share the importance of evaluating
learning/lesson plan.
3. search for a pre-made lesson plan online and develop sets of guiding questions to evaluate its
design and implementation.
Introduction
One of the duties of a teacher is to ensure that students always receive the best learning experience
possible. To achieve this, the teacher continually works on improving the content of the lesson, the
organization of the lesson, and the methods of instruction (Stearns, 2021). An example of this is the
evaluation of the learning or lesson plan developed by the teacher. You may ask why it is necessary to
evaluate the lesson and think that it only adds to the many tasks a teacher must fulfill. However, it is
essential to assess whether the objectives stated in the plan have been met. The outcome of the
evaluation will serve as the teacher’s basis for improving the methods and strategies used, the selection
and use of materials, the choice of activities for student practice, and the selection of the assessment
tools indicated in the plan.
This part of the module presents the ways to evaluate the learning or lesson plan within each
component. It will guide you in evaluating your own lesson plan.
Evaluating the Learning/Lesson Plan
There are various ways to guide teachers in self-assessing the learning or lesson plan they have
developed. The following are some of the techniques for evaluating lesson plans, as suggested by
Stearns (nd):
Evaluating the Design
This evaluation technique assesses the design of the lesson or structure of the lesson. The teacher
considers the design and structure of the plan before it is implemented. The teacher assesses the plan by
revisiting the purpose of the lesson to ensure a clear understanding of the stated objectives. Second, the
teacher considers potential challenges in teaching the lesson. This helps in identifying and redesigning
parts of the lesson that students may have difficulty accessing. Finally, the teacher assesses which
learning styles the lesson appeals to most. This guides the teacher in designing activities that
encompasses the majority of learning styles throughout the duration of the instruction (Stearns, 2021).
Evaluating the Implementation
This evaluation technique assesses the plan after the lesson has been taught. The teacher assesses
which parts of the plan where implemented and which were not. The assessment process takes into
consideration the reasons behind the success or failure of the plan’s implementation. Additionally, the
results of the implementation are evaluated to determine whether the objectives were achieved. The
teacher reflects on the reasons why the objectives were either met or not (Stearns, 2021). Generally, the
purpose of evaluating a lesson plan is to ensure an efficient teaching and learning process. Evaluating a
lesson plan prior to its implementation results in a solid guide for teachers during the actual classroom
instruction, while evaluating it after implementation helps teachers enhance their teaching practices.
ACTIVITY – EVALUATING THE DESIGN AND IMPLEMENTATION OF A LEARNING/LESSON PLAN
Points: 20 (2 points for each question)
Procedure
1. Search for a pre-made lesson plan online that is aligned with your major subjects.
2. Develop sets of guiding questions to evaluate the design and implementation of this lesson plan
(5 questions for each).
3. Do not take answers from the internet; it will not help you enhance your learning.
4. Submit your outputs, including the pre-made lesson plan, on or before the deadline.
5. Write or encode your answers on short-size bond paper using the format below:
Last Name, First Name Course & Year
Activity 1 – EVALUATING THE DESIGN AND IMPLEMENTATION OF A LEARNING/LESSON PLAN
EVALUATING THE DESIGN
1.
2.
3.
4.
5.
EVALUATING THE IMPLEMENTATION
1.
2.
3.
4.
5.
Scoring Rubric
Score per Question Description
2 points The question is clear, relevant, and shows critical thinking
1 point The question is somewhat clear or only partially relevant.
O point The question is unclear, irrelevant or missing.