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					LHUP TWS Rubric

Factor 1: Contextual Information – Identify at least one sub-groups


    Checklist                                                Missing ( √ )            Incomplete ( x )          Complete

    Required Heading are Included

    Number of Students in Class

    Ethnic, Cultural and Gender

    Socio-Economic Status (SES)

    Classroom Environment

    Community Environment

    Students with Special Needs

    Development Characteristics

    Number of ELL students in class

    Sub-Groups – Clearly Identified



Rubric (Headings)                 Target Not Met               Target Met                        Target Exceeded

Identification of            The candidate does         The candidate identifies       The candidate provides detailed
learning context:            not identify information   basic information about the    information about the learning-
                             about the learning-        learning-teaching context      teaching context and student
 Community                  teaching context and       and student individual         individual differences.
  environmental              student individual         differences.
  contextual elements
                             differences.
 Classroom management
  elements
 Student characteristics
Using prior knowledge        Evidence of using prior    Using evidence, from           Using detailed evidence and citing
and skills:                  knowledge and skills is    observation/pre-               research, the candidate recognizes
                             not present.               assessment, the candidate      the variance among individual
   Contextual elements                                 recognizes the variance        subgroups of students in regard to
    impacting learners’                                 among individual               prior knowledge and skills (e.g.,
    needs                                               subgroups of students in       learning levels, ELL, etc.).
                                                        regard to learning levels.

Specific linked              Candidate does not         Candidate addresses basic      Candidate addresses, in specific
implications for sub-        address implications of    implications of context for    detail, implications of context for
groups selected              contextual information     instruction and assessment     instruction and assessment and links
                             in planning instruction    and links them to specific     them to specific sub-groups (student
                             and assessment.            sub-groups (student            individual differences and community,
                                                        individual differences and     school, and classroom
   Table – Contextual                                  community, school, and         characteristics).
    Factors Table                                       classroom characteristics).

                                                                                                                            1
                        Factor 2: Unit Learning Goals and Standards


Checklist                                                                        Missing       Incomplete     Complete
                                                                                  (√)              (x)

Required Headings are Included

Specifies the grade level of the TWS unit

A rationale for the choice of the Assessed objectives is provided

Unit goals and assessed objectives are aligned with state standards

Unit goals and assessed objectives are developmentally appropriate given
the grade level and classroom context

Unit Goals are described in terms of pupil performance, not activities

Assessed Objectives are correctly labeled by domain (cognitive, affective,
psychomotor




Rubric                          Target Not Met                 Target Met                       Target Exceeded
(Headings)

                             Domains are not       At least two appropriate (cognitive,   At least two appropriate
Domains                                            affective, psychomotor) domains
                             appropriate for                                              (cognitive, affective, and
Assessed Objectives                                are all addressed once for the
                             population,                                                  psychomotor) domains are
                             curriculum, or        population, curriculum, and            identified in majority of
                             contextual factors.   contextual factors.                    lesson plans



Level of Assessed            Absent                Objectives are balanced and            Many of the lessons included
Objectives                                         appropriate for the unit and some      middle or high level objectives.
                                                   address higher levels.
Table




                                                                                                                        2
                                        Factor 3: Assessment Plan


Checklist                                                             Missing ( √ )      Incomplete ( x )     Complete

Required Headings are Included

Explains and defends choice of assessment

Uses identical pre-post assessment items(1, 16%)


Employs formative assessments which promote
achievement of lesson objectives

Explains the minimal level of acceptable student performance
in measurable terms

Adaptations are Addressed

Table Included




Rubric             Target Not Met                        Target Met                              Target Exceeded
(Headings)

Assessment       The assessment plan     Assessment plan includes more than one          The assessment plan includes
Format           includes only one       assessment format including either              multiple assessment formats
                 assessment format.      performance assessments or tasks (i.e.,         including either performance
                                         paper/pencil test, rubrics, observation,        assessments or tasks which
                                         checklists, etc.).                              require integration of knowledge,
                                                                                         skills, and reasoning ability.

Assessment       The candidate           Assessment plan provides clear rationale        Assessment plan describes in
Plan             provides no             for selection of each assessment and how        detail evidence that the
Description      description of          each assessment was chosen for most             assessments are appropriate for
                 assessment plan.        students. The candidate describes how           subgroup(s) identified in Factor 1.
                                         assessments are appropriate for the
                                         objectives.

Assessment       The assessment is       The assessment is challenging (e.g.,            Candidate includes a variety of
Challenge        overly easy (e.g.,      tasks are not too simplistic, test can          assessment challenges. Some
                 requires only a         discriminate between students who can           assessments reflect students’
                 simple response,        attain the objectives and those who             interests and needs, and provide
                 gives answers away,     cannot. Students should not be able to          opportunities for choice.
                 easy to guess, etc.)    answer correctly if they have missed
                 or is too difficult.    class, not paid attention, guessed, etc.)

Assessment       The candidate           The candidate describes criteria for            Meets assessment criteria and
Criteria         provides no evidence    assessment in measurable terms                  includes remediation options for
                 for assessment          (addresses essential content and skills         students who do not meet the
                 criteria.               identified in objectives, specifies the point   assessment criteria (provides
                                         at which students successfully meet the         supplementary instructional
                                         objectives, includes adaptations).              strategies).



                                                                                                                            3
                    Factor 4: Instructional Design and Implementation


Checklist                                                                              Missing    Incomplete     Complete
                                                                                        (√)           (x)

Required Headings are Included

Instructional design is aligned with unit goals & assessed objectives (1, 20%)

Instructional design is progressively sequenced (if appropriate) (1, 20%)

Instructional design includes evidence that assessment informs instruction
(pre-assessment, formative) for purpose of adjusting and adapting
instruction (1, 20%)

Instructional design provides evidence that context data is used in
instructional decision (1, 20%)

Table included




Rubric                 Target Not Met                          Target Met                         Target Exceeded
(Headings)

Multiple          Only 1 or 2 strategies are     A variety of instructional strategies     Multiple instructional strategies
instructional     incorporated throughout        are incorporated throughout the unit.     are incorporated throughout the
strategies        the unit and the               The strategies reflect a variety of       unit. Strategies address multiple
                  strategies reflect only the    styles of learning. Some strategies       intelligences and varied learning
                  more common or                 actively involve students in critical     styles. Instructional strategies
                  traditional styles of          thinking, problem solving, or authentic   consistently involve students in
                  learning, (e.g., relies        performance.                              collaborative instructional
                  mainly on direct                                                         groups, active learning, critical
                  instruction, visual, verbal-                                             thinking, problem solving or
                  linguistic, paper-pencil).                                               authentic performance.

Adaptation of     No adaptations are             Adaptations address general               Candidates can differentiate
                  considered or stated.          contextual needs of class or              process, product, content and
instructional
                  (Referring a student to        subgroup(s), as identified in Factor 1.   learning environments and plan
strategies                                       The candidate adequately defends the
                  specialist is not an                                                     tiered assessments to meet the
                  appropriate strategy).         decision to not make instructional        needs of students.
                                                 adaptations.



Demonstratio      The candidate’s use of         The candidate creates                     The candidate shows evidence
n of              interdisciplinary learning     interdisciplinary learning experiences    of creating interdisciplinary
integration       experiences or instruction     by integrating other content areas in     learning experiences that
across            is not present.                the unit.                                 integrate subject, skill, or
                                                                                           method of inquiry across two or
subject areas
                                                                                           more content areas.

                                                                                                                             4
Motivational          There is minimal or             The candidate regularly employs a          The candidate always employs
                      inconsistent use of             variety of motivational strategies to      a variety of motivational
Elements
                      motivational strategies to      make content relevant, builds on           strategies to make content
                      promote student interest        student interests, and affirms his/her     relevant, builds on student
                      in unit/lesson content or       belief that students can be successful.    interests, and affirms his/her
                      to recognize student            Praise and feedback are used to            belief that students could be
                      effort and achievement.         commend effort and provide                 successful. Opportunities for
                                                      recognition for significant achievement.   student choice are provided and
                                                                                                 students are encouraged to
                                                                                                 take responsibility for their own
                                                                                                 learning.

Technology            The candidate includes           The candidate uses technology as a        The candidate uses technology
                      no use of technology.            tool to improve teaching and learning     as a tool to improve teaching
                                                       and promote communication and             and learning and promote
                                                       higher order thinking.                    communication and higher
                                                                                                 order thinking. Technology
                                                                                                 applications have been crafted
                                                                                                 to assist low achievers and to
                                                                                                 extend the learning of more
                                                                                                 capable students.




Placed here to minimize overall pages
Cover Page, Table of Contents, and References (citation)
Checklist                                                            Missing ()       Incomplete ()            Complete



Cover Page -name, date, grade level of students, subject of TWS,
University Name, Course No. & Course Title, Sup-Group(s)


Table of Contents (final copy needs page numbers)

Citation Format (APA Style)




                                                                                                                                  5
                                       Factor 5: Analysis of Learning


Checklist                                                            Missing ( √ )       Incomplete ( x )       Complete

Required Headings are Included

Provides a Learning Gains Worksheet

Presents Graphics and Data

Provides a mastery learning table

Provides evidence of effective items

Explains use of formative assessments

Explains use of formative assessments in determining instruction




Rubric (Headings)                           Target Not Met                 Target Met                Target Exceeded

Analysis of Learning gains                 The candidate           The candidate describes       The candidate describes
                                           provides no data        and basically explains the    and explains in detail the
                                           on the                  evidence of achievement       evidence of achievement
                                           achievement of          for whole, subgroups, and     for sub-groups, and for
       Learning Gains Worksheet           learning gains.         for individual students       individual students,
                                                                   including evidence of the     including evidence of the
                                                                   degree the individual         degree the individual
                                                                   objectives were met.          objectives were met.

Analysis of Mastery Learning               The candidate           The candidate provides a      The candidate provides a
                                           provides no data        basic explanation of          detailed explanation of
                                           on mastery              mastery learning for whole,   mastery learning for
                                           learning.               subgroups, and individuals    whole, subgroups, and
       Mastery Learning Table                                     including those with          individuals, including those
                                                                   adaptations.                  with adaptations.

Justification of Adaptations               The candidate           The candidate uses data to    The candidate uses data
                                           does not explain        justify assessment            to justify assessment
                                           the reason for          adaptations. A basic          adaptations. A detailed
                                           adaptations for the     explanation justifying        explanation justifying
                                           assessments             assessment adaptations is     assessment adaptations is
                                           provided.               provided.                     provided.




                                                                                                                              6
                          Factor 6: Reflection and Self-Evaluation


Rubric (Headings)               Target Not Met                       Target Met                Target Exceeded

Effects of decisions   The candidate provides no               The candidate             The candidate identifies, in
on instruction and     rationale for why some                  basically identifies      specific detail, successful and
assessment             instruction and assessments             successful and            unsuccessful instruction and
                       were more successful than               unsuccessful              assessments and provides
                       others.                                 instruction and           plausible reasons for their
                                                               assessments and           success or lack thereof.
                                                               provides plausible
                                                               reasons for their
                                                               success or lack
                                                               thereof.

Effects of decisions   The candidate provides no               The candidate uses        The candidate explores
on student learning    evidence to support conclusions.        evidence and data to      multiple (two or more)
                                                               support conclusions       hypotheses for why some
                                                               that show what the        students did not achieve
                                                               candidate did to          mastery.
                                                               impact student
                                                               learning, including any
                                                               mid-unit adaptations.

Alignment between      Discussion indicates no regard          Discussion indicates      Discussion indicates an
instruction and        for the alignment among unit            an analysis of the        analysis of the alignment or
assessment             objectives, instruction, and            alignment or non-         non-alignment among unit
                       assessments.                            alignment among unit      objectives, instruction, and
                                                               objectives, instruction   assessments and relates these
                                                               and assessments.          to the student success or
                                                                                         failure.

Implications for       The candidate provides no ideas         The candidate             The candidate provides ideas
Future Teaching        or inappropriate ideas for              provides ideas for        for redesigning learning goals,
                       redesigning instruction and             redesigning instruction   instruction or assessment and
                       assessment. No rationale is             and offers a rationale    cites research to support their
                       provided for why these changes          for why these changes     rationale.
                       would improve student learning.         would improve student
                                                               learning.

Communications         The candidate provides no               The candidate             The candidate provides
with students'         evidence of communication with          provides evidence of      evidence including specific
parents and other      students’ parents or other              communication with        details of interactions with
professionals          professionals.                          students’ parents or      students’ parents and other
                                                               other professionals.      professionals.

Implications for       The candidate provides no               The candidate             The candidate presents more
professional           professional development goals          presents two              than two professional
development/contin     or activities that are related to the   professional              development goals and
uous learning          insights and experiences                development goals         activities that clearly emerge
                       described in Factor 6.                  with activities that      from the insights described in
                                                               clearly emerge from       Factor 6.
                                                               the insights described
                                                               in Factor 6.




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