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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