ELED 4340 Module 3 Key Assessment Rubric

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Module 3

Module 3 Rubric - Indicate performance level of candidate.

Criterion Performance Rating

Target Below Target Unacceptable Score

Introduction to School Context

NA

3

All important aspects of the school are introduced; implications of school characteristics clearly discussed.

2

Some important aspects of the school are introduced; implications of school characteristics briefly discussed.

1

The important aspects of the school were not introduced nor were implications of school characteristics discussed.

Management Philosophy

NA

3

A clear management philosophy was presented; all management decisions in presentation were consistent with that philosophy.

2

A management philosophy was presented; most management decisions presented were consistent with that philosophy.

1

No management philosophy was presented or management decisions presented were inconsistent with that philosophy.

Physical Design of the Classroom

NA

3

The physical layout of the classroom was well-designed and clearly presented; management issues were considered in advance and accommodations were made to maximize space and layout.

2

The physical layout of the room was adequately designed; some management issues were considered in advance and some accommodations were made to maximize the layout.

1

The physical layout of the room was poorly designed; no management issues were considered and no accommodations were made to maximize physical layout.

Rules

NA 3

The classroom rules or plan for rule creation was clearly and thoughtfully outlined and discussed; careful consideration of each rule was evident.

2

The classroom rules or plan for rule creation was somewhat thoughtfully presented; some consideration was evident.

1

Plan for rules or rule creation was missing or limited; little or no consideration was evident.

First Days of School

NA 3

A clear plan for teaching rules, routines, procedures, and establishing a strong community in the first days of school was presented.

2

A plan for teaching rules, routines, procedures, and establishing a community in the first days of school was presented.

1

No plan for teaching rules, routines, procedures, and establishing a community in the first days of school was presented or plan had significant gaps.

Routines and Procedures

NA

3

At least 5 important routines and/or procedures are presented and clear processes are discussed.

2

At least 3-5 routines and/or procedures are presented and the processes are discussed.

1

No routines/ procedures discussed or those discussed didn’t make sense.

Rewards and Consequences

NA

3

How and if rewards and consequences will be used in their classroom was clearly discussed.

2

How and if rewards and consequences will be used in their classroom was somewhat discussed.

1

How and if rewards and consequences will be used in their classroom was somewhat discussed.

Individual Student

NA 3

A discussion of the individual student profile was thoughtfully and clearly presented; a thoughtfully designed and appropriate plan for the specific student was presented; plan was appropriate for student and context.

2

A discussion of the individual student profile was presented; a plan for the specific student was presented; plan was appropriate for student and context.

1

A discussion of the individual student profile was not presented; or plan for the specific student was not appropriate for student and context.

Conclusion/Reflection

NA 3

Group carefully reflected on how the classroom/school context impacted their management choices; group thoughtfully reflected on their changed management perspectives.

2

Group reflected in a limited way on how the classroom/school context impacted their management choices; group provided limited reflected on their changed management perspectives.

1

Group did not reflect on how the classroom/school context impacted their management choices or on their changed management perspectives.

Total Score:

4350 Key Assessment

4350 Key Assessment

Please evaluate the candidate on the following skills and dispositions. Circle the rating you feel most closely describes the candidate at the end of the Residency I semester.

Criterion Performance Rating

Highly Effective

Effective Needs improving

Unacceptable Score

Comprehended the overall philosophy, organization and curriculum of the elementary or middle school.

NA

3

2

1

0

Created and implemented an appropriate unit of study with a variety of instructional strategies.

NA

3

2

1

0

Integrated a variety of language and literacy skills into instruction.

NA

3

2

1

0

Integrated knowledge of methods of social studies.

NA 3

2

1

0

Demonstrated an understanding of the concepts and processes of inquiry.

NA

3

2

1

0

Designed learning experiences that integrated methods of inquiry for elementary or middle grades.

NA

3

2

1

0

Demonstrated an understanding of how elementary or middle grades children construct knowledge and acquire skills.

NA

3

2

1

0

Created a stimulating and inclusive environment appropriate for diverse learners.

NA

3

2

1

0

Used multiple teaching and learning strategies to develop critical thinking and problem solving.

NA

3

2

1

0

Used effective classroom management strategies.

NA 3

2

1

0

Modelled effective communication strategies.

NA 3

2

1

0

Assessed individual and whole class learning and able to communicate progress.

NA

3

2

1

0

Taught a variety of thinking strategies.

NA 3

2

1

0

Provided opportunities for students to analyze problems or issues from multiple perspectives and viewpoints.

NA

3

2

1

0

Implemented activities that taught problem-solving.

NA 3

2

1

0

Used questioning to promote higher order thinking and deeper content understanding.

NA

3

2

1

0

Candidate demonstrated the professional dispositions necessary for education professionals.

NA

2

1

0

Total Score:

Comments: Rich Text Formatting ◢

Three Day Learning Segment

Three Day Learning Segment

Criteria for Three Day Learning Segment (adapted from Ridgley/Hitchcock, 2013)

In your field placement, you will plan and implement a 3-day learning segment. The learning segment includes three related and coherent lessons over the course of one week. The segment should integrate 2 or more of the following content areas: literacy and language, math, science, or social studies. You should plan and assess the skills targeted in the learning segment thoroughly before, during, and after the segment (i.e., “before and after” is encompassed in a pre/post assessment; “during” is your assessment associated with each lesson). Although you will plan the entire learning segment prior to implementation, as the segment progresses, you may need to revise the next plans in the segment based on student learning and progress during each lesson. Therefore, you should expect to make revisions day-to-day as you implement the learning segment. For this assignment, you will complete the 1) commentary about your learning segment, 2) complete a pre-assessment, 3) write and implement 3 lesson plans, and 4) complete a post-assessment. A rubric is used to grade this assignment. Commentary Directions and Prompts Respond to each prompt. Numbers 1-8 should be completed prior to teaching the learning segment. Numbers 9-13 should be completed after teaching the learning segment.

1. Outline the standards and learning objectives targeted in the entire learning segment. These standards and objectives should outline what the students should know or be able to do after participating in all three lessons.

2. Describe your pre-assessment process including how you gathered and recorded data. Attach any materials and completed data forms (i.e., evidence) used during the assessment.

3. Attach the summary of your data. Discuss what your students know and what they can do related to the targeted objectives as they enter the learning segment.

4. Attach the three complete lesson plans (without reflections). Explain how you structured the learning opportunities to promote the skills targeted in the learning segment.

5. How are the lessons sequenced to build connections between students’ prior learning and experiences and new skills being learned during the learning segment?

6. Describe the types of supports you have included in the learning segment that will support individuals or groups of students with specific learning needs.

7. Explain how you plan to assist students in developing academic language related to the skills targeted. Provide specific examples from your lessons.

8. Explain how the assessments included in each lesson will assist you in monitoring student learning and adjusting day-to-day instruction.

After teaching the learning segment:

9. Describe your post-assessment process including how you gathered and recorded data. Attach any materials and completed data forms (i.e., evidence) used during the assessment.

10. Attach the summary of your data. Discuss what your students know and what they can do related to the targeted objectives as they complete the learning segment.

11. Describe next steps for instruction for the class. Discuss students who are ready to move on to the next learning and those who need more opportunities for learning the targeted skills.

12. If you could teach these lessons to the same children again, what are two or three things you would do differently to adjust instruction and improve the learning of the students?

13. Based on what you observed or experienced during your teaching of the learning segment, explain why you think these changes would make a difference.

Criterion Performance Rating

Incomplete - 0 Partially Proficient - 5 Proficient - 10

Standards and learning objectives

Standards were not logically connected with the learning segment or were not identified.

The objectives were not aligned with the standards.

The objectives did not define measurable outcomes for students’ learning or were not provided.

Logical standards were identified. However, some information (grade level, type) was unclear.

All objectives were somewhat aligned or some objectives were aligned with the standards.

The objectives defined somewhat measurable outcomes for students’ learning.

Clearly identified logical Common Core and/or Tennessee Curriculum Standards.

All objectives were aligned with the standards.

The objectives clearly defined measurable outcomes for students’ learning.

Pre-assessment gathering and recording

Description of how evidence was gathered lacked significant information; the reader was unsure how the candidate gathered the information.

Description of how the assessment evidence was recorded lacked significant information; the reader was unsure how the student recorded the information.

The evidence gathered during the assessment was submitted. All appropriate pieces were included (e.g., anecdotal notes on work samples, data forms filled in completely).

All other appropriate materials used when completing the assessment (e.g., reading passage, cards used for sorting) were submitted.

Outlined how the evidence about the children’s skills was gathered, but some details were not provided or unclear.

Outlined how the assessment evidence about the children’s skills was recorded, but some details were not provided or were unclear.

The evidence gathered during the assessment was submitted. All appropriate pieces were included (e.g., anecdotal notes on work samples, data forms filled in completely).

All other appropriate materials used when completing the assessment (e.g., reading passage, cards used for sorting) were submitted.

Clearly outlined how the evidence about the children’s skills was gathered (i.e., type of activity, who was present, what did the child do, what did the adult do).

Clearly outlined how the assessment evidence about the children’s skills was recorded. All targeted skills were discussed and recorded.

The evidence gathered during the assessment was submitted. All appropriate pieces were included (e.g., anecdotal notes on work samples, data forms filled in completely).

All other appropriate materials used when completing the assessment (e.g., reading passage, cards used for sorting) were submitted.

Pre-assessment summary and analysis

The majority of types of evidence gathered was not summarized.

The analyses were mostly unclear.

The analysis about the entire class lacked many components.

The majority of types of evidence gathered was summarized.

Pieces of the analysis were unclear.

Some details were provided about where the entire class was in their learning, but some

All types of evidence gathered were summarized.

The analysis of the evidence was clearly written.

Included a discussion of where the entire class was in their learning, specifically what they know and can do related to the learning segment.

details were needed about what they know and can do.

Structure of the learning opportunities

Fewer than three complete lessons plans attached or many components missing from each plan.

Explanation of how the learning opportunities were structured was vague or not provided.

The structure did not promote the targeted skills.

Explanation was not logical.

Three lesson plans attached but components missing or lacking details.

Explanation of how the learning opportunities were structured needed some details.

The structure connected with the targeted skills. However, connection could have been stronger.

Three complete lessons plans attached (included background/rationale, standards, objectives, assessment, materials, academic language demands, set, procedures, closure, back-up, extension, differentiation, connections).

Clearly explained how the learning opportunities were structured.

The structure clearly promoted the skills targeted.

Explanation was logical.

Sequence of lessons

The sequence of lessons is not logical for building connections between prior learning and new skill (i.e., the lessons do not build connections) or many ideas in the explanation are not clear.

Sequence of lessons is logical for building connections between prior learning and new skills, but some ideas in the explanation are not clear.

Clear and logical sequence of lessons that builds connections between prior learning and new skills.

Supports for individuals or groups of students

Supports to address the learning needs of specific students or groups with similar needs are not planned.

Supports are identified for one or no lessons.

Planned supports to address the learning needs of specific students or groups with similar needs included one of the following: varying tasks, varying materials, specific scaffolding tied to objectives.

Planned supports to address the learning needs of specific students or groups with similar needs included at least two of the following: varying tasks, varying materials, specific scaffolding tied to objectives.

Supports are identified for each lesson.

Supports are identified for two lessons.

Academic language

Academic language is not modeled and opportunities for students to use academic language are not provided.

No examples are provided.

One of the following is addressed in the learning segment: Modeling of academic language or opportunities for students to use academic language.

Few examples are provided.

Academic language is modeled and opportunities for students to use academic language are provided.

Specific examples from the lessons are provided.

Assessments

The set of assessments is not

aligned with the standards and learning objectives.

Assessments will not provide evidence of student learning.

Explanation about how assessments will assist in adjusting day-to day instruction is not logical and clear.

Some of the assessments are aligned with the standards and learning objectives.

Some of the assessments provide evidence of student learning.

Explanation about how assessments will assist in adjusting day-to day instruction is logical, but some details are unclear.

The set of assessments is aligned with the standards and learning objectives.

All assessments provide evidence of student learning.

Explanation about how assessments will assist in adjusting day-to day instruction is logical and clear.

Post-assessment gathering and recording

Description of how evidence was gathered lacked significant information; the reader was unsure how the candidate gathered the information.

Description of how the assessment evidence was

Outlined how the evidence about the children’s skills was gathered, but some details were not provided or unclear.

Outlined how the assessment evidence about the children’s skills was recorded, but some

Clearly outlined how the evidence about the children’s skills was gathered (i.e., type of activity, who was present, what did the child do, what did the adult do).

Clearly outlined how the assessment evidence about the children’s skills was recorded. All targeted skills were discussed and recorded.

recorded lacked significant information; the reader was unsure how the student recorded the information.

The evidence gathered during the assessment was submitted. All appropriate pieces were included (e.g., anecdotal notes on work samples, data forms filled in completely).

All other appropriate materials used when completing the assessment (e.g., reading passage, cards used for sorting) were submitted.

details were not provided or were unclear.

The evidence gathered during the assessment was submitted. All appropriate pieces were included (e.g., anecdotal notes on work samples, data forms filled in completely).

All other appropriate materials used when completing the assessment (e.g., reading passage, cards used for sorting) were submitted.

The evidence gathered during the assessment was submitted. All appropriate pieces were included (e.g., anecdotal notes on work samples, data forms filled in completely).

All other appropriate materials used when completing the assessment (e.g., reading passage, cards used for sorting) were submitted.

Post-assessment summary and analysis

The majority of types of evidence gathered was not summarized.

The analyses were mostly unclear.

The analysis about the entire class lacked many components.

The majority of types of evidence gathered was summarized.

Pieces of the analysis were unclear.

Some details were provided about where the entire class was in their learning, but some details were needed about what they know and can do.

All types of evidence gathered were summarized.

The analysis of the evidence was clearly written.

Included a discussion of where the entire class was in their learning, specifically what they know and can do related to the learning segment.

Next steps

Discussion of how the post-

assessment will guide the next steps is unclear or illogical.

Some discussion of how the post-assessment will guide the candidate in planning the next steps, but more details needed.

Clear, logical discussion of next steps for instruction.

Discussed students who are ready to move on to the next learning and those

Discussion of students was lacking significant details or was unclear.

Discussed students who are ready to move on to the next learning and those who need more opportunities for learning the targeted skills, but details are needed to understand why.

who need more opportunities for learning the targeted skills.

Changes

Proposed changes do not

address specific instructional strategies that would improve student learning.

One or fewer ideas were provided.

Proposed changes address specific instructional strategies that may improve student learning.

Two or more ideas were provided, but some details were unclear.

Proposed changes address specific instructional strategies that have the clear potential for improving student learning.

Two or more ideas are clearly provided.

Justification for changes

Justification for why the proposed changes would make a difference is not logical, clear, and connected with observations and experiences.

Justification for why the proposed changes would make a difference is logical and connected with observations and experiences.

Justification for why the proposed changes would make a difference is logical, clear, and connected with observations and experiences.

Total Score:

Comments: Rich Text Formatting ◢

Read 4130 -Case Study Rubric (Revised) (CP)

Evaluation

Evaluation

Criterion Performance Rating

Target Acceptable Unacceptable Score

Student Profile

NA 2

The student profile includes demographic information, nature of instructional circumstances, and at least one interest inventory.

1

Some student background information is gathered.

0

No substantial student background information gathered.

Pre-test Data

NA 2

Pre-test data includes at least one word recognition list, an oral reading assessment, miscue analysis, and a reading retelling analysis.

1

There is some pre-test data collected.

0

No pre-test data has been collected.

Tutoring Sessions with Observations

NA

2

At least three tutoring sessions are presented with several observations recorded which include detailed context such as the student’s stance toward learning, interactive behaviors, abilities during instructional episodes.

1

There are enough observations to understand the context in which the student operates.

0

There are no observations recorded.

Summary with Recommendations

NA

2

There are several recommendations for parents, the teacher, and other stakeholders.

1

There is a brief summary of strengths and weaknesses, but no recommendations suggested for the home or the teacher.

0

There is no summary of strengths and weaknesses with recommendations.

Professionalism

NA 2

Case Study is more than 15 pages, neat, typed, 12 pt. font, double-spaced, with correct spelling and grammar

1

Case Study is at least 15 pages, neat, typed, 12 pt. font, double-spaced, with correct spelling or grammar

0

Case Study is minimum of 2 pages, neat, typed, 12 pt. font, double-spaced, spelling or grammar mistakes are present

Total Score: