ACEIt.

ACE CHECK

Read the plan.
Rate the learning.

Score a lesson plan or syllabus against the learning it intends to develop. Review the evidence, confirm each rating, and leave with a next step.

YOUR DOCUMENT

Review a plan or syllabus

SOLO describes how ideas develop from separate facts to connected explanations and generalizations. Intended depth is the kind of understanding you want students to demonstrate, not the length or difficulty of the assignment.

PDF or DOCX up to 10 MB; PDFs up to 200 pages; text or Markdown up to 500 KB. Text limit: 100,000 characters. Scanned PDFs need OCR first. For older .doc files, save as DOCX first.

Your text stays in this browser tab. No upload, account, storage, or Gen AI service. Reloading clears your work.

YOUR REVIEW

Find the next improvement

A C E

Get a preliminary score from evidence collected across sections, then check the rationale and confirm each rating.

The automatic rules can suggest zero to three points. They look for linked learning actions, not framework names alone. Your review is still needed.

HOW THE SCORE WORKS

Six criteria. Four ratings. One practical next step.

Each applicable criterion receives zero to three points. The score is the earned points divided by the possible points, multiplied by 100 and rounded. Articulate uses four criteria, Connect uses five, and Extend uses six. Compare scores only within the same scope and depth.

RatingWhat it means
0 · Not documentedThe document does not show the practice.
1 · IntroducedThe practice appears, but the learning action is limited or unclear.
2 · DesignedThe document describes a usable learning action.
3 · IntegratedThe parts work together: students demonstrate the learning, explain their reasoning, and receive an instructional response that helps them improve.

Automatic suggestions use criterion-specific rules to combine exact passages across sections. Three-point suggestions require the integrated features in the rubric, such as an explanation of revision or a teaching response to a learning check. Encouragement to revise alone does not establish a required revision. These rules are a local screening method, not a contextual Gen AI review.

Interpretation bands: 0–24, Start with the goal; 25–49, Add learning actions; 50–74, Strengthen the connections; 75–100, Refine and try it. These are planning labels, not grades.

For a syllabus or combined document, use course outcomes, assessment descriptions, and feedback procedures as evidence. A procedure described once may apply across the course. If details live in an omitted lesson or assessment guide, report them as not documented here; do not infer that the teacher never uses them.

SOLO and ACE inform the target depth. Feedback, metacognitive instruction, and transfer inform the instructional criteria. Effect sizes are not rubric weights.

BONUS · TAKE THE RUBRIC WITH YOU

An ACE review skill for your Gen AI assistant

Use the same rubric in a document-aware assistant. The skill requires evidence for each score, distinguishes lesson plans from syllabi, and produces a short improvement plan.

Download the skill Markdown

Attach the file and your plan to an assistant that accepts documents, then ask: “Use this skill to review my lesson plan at the Connect level.” For Codex, place it in an ace-review skill folder as SKILL.md. Follow your institution’s rules for sharing documents with external services.