Dispositions' Assessment for HPE Majors
KEY: Refer to the RUBRIC TAB for descriptions of each category:
1 = Unsatisfactory
2 = Marginal
3 = Acceptable
4 = Proficient
5 = Distinguished
0 or NA = Not Applicable or Observed
Rules, Policies, and
Respect for School
If you would like to include any clarifying explanations, please do so in the comment section below.
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HPE Dispositions Rubric
Unsatisfactory (L1) Marginal (L2) Acceptable (L3) Proficient (L4) Distinguished (L5)
Values Learning and Knowledge
Exhibits a pattern of tardiness or absence. Fails Exhibits a pattern of tardiness and is Occasionally misses class. Tries to notify Consistently attends class and is on time. Usually Consistently arrives at class early, makes prior
to contact instructor to make arrangements for occasionally absent. Has the attitude that instructor if going to be absent, or contacts notifies instructor in advance or arranges to meet arrangements when absence is necessary, and
missed work. Gives no reason for missing class. absences are not a real problem and that instructor following absence with reason for instructor following a missed class. Usually gives explains reason for absence to instructor. Submits
Sometimes disrupts class by arriving late. not being in class on time is not important. absence. reason for absence. assignments prior to absences and/or follows up to
complete missed work. Arranges with classmates or
instructor to secure handouts or materials presented
In-Class Performance in class.
Inattentive in class. May fall asleep, read Occasionally inattentive in class. May chat Is attentive to what is happening in class. Actively engaged and interested in class activities. Shows initiative in class activities. Applies
newspaper, or attend to other materials not with a neighbor, surf the internet, or attend Attention is focused on class-related materials Volunteers to respond to questions. Participates in knowledge to other situations and makes
related to class. Rarely participates in class to materials not related to class. Responds and activities. Responds appropriately when discussions. Stays focused. Has done necessary connections with previous learning. Asks questions
discussions. May distract others in the class when called on but not always with an called on. Does not distract others in the preparation for class, including reading of assigned showing intellectual interest. Seeks to extend
with behaviors or talking. appropriate answer. classroom. material and completion of any assignments. understanding through higher-level thinking.
Work completed with little attention to quality. Work usually completed correctly. Assignments completed correctly and with Work is completed with attention to detail, is Work is of exceptional quality. Shows a desire to
May be sloppy and/or contain errors. Emphasis Assignments are occasionally late. accuracy. Work shows basic grasp of the sequential, and is logical. Shows evidence of pursue the intended learning at a deep level. Work
is on getting work done rather than learning. assignment’s intent. Meets assignment thoughtful analysis of the assignment. Work shows shows evidence of personal reflection and revision.
Assignments are sometimes late or missing. deadlines adequately. Makes use of resources that adequate time and planning were allocated. Uses an array of quality resources to add to the scope
Uses current knowledge rather than additional provided to complete work. Seeks new resources and additional information to and depth of project.
resources to complete work. Procrastinates. complete work.
Values Diversity and Collaboration
Relationship with Others
Usually works only with those of similar ability, Works with others despite differences in Accepts others despite differences in ability, Willingly works with others from different ability, Actively seeks opportunity to work with those of
race, gender, or ethnicity. Rarely interacts with ability, race, gender or ethnicity if required race, gender, or ethnicity. Interacts with others race, gender, or ethnic groups. Welcomes feedback different ability, race, gender or ethnicity. Actively
others, especially those different than self. Main by the instructor. Reluctantly works with in a polite, courteous, and professional and interaction with others. Shows genuine concern seeks interaction and feedback from variety of other
concern appears to be for self, with little others with minimal civility. Is not aware manner. Shows awareness of others’ needs. for others and their needs. Listens carefully to others people. Has compassion for others, putting their
concern for others. Does not listen well. of needs of others. Listens to others and understands them. and respects their views. needs ahead of his/her own. Listens actively and
values the opinions of others.
Puts forth minimal effort and fails to do a fair Does not make a significant contribution to Does a fair share of the work. Accepts Contributes ideas and efforts to the group. Comes to Promotes group goals by contributing above and
share of the work. Attendance at group the group. Attends group meetings if responsibility. Attends group meetings. meetings prepared and on time. Incorporates ideas beyond expectations. Comes early to help facilitate
meetings is uneven or absent. Shows little convenient. Accepts ideas and interactions Accepts ideas of others. Relates adequately of others into the group’s activities. Relates well to group meetings and is well prepared. Encourages the
regard for other people or their ideas. May of others in the group with little input of with others and performs basic group others and promotes group success. use of ideas from all. Does everything possible to
actually be a roadblock for getting a project own. responsibilities. ensure success for the group.
completed. Does not relate well with others.
Respect for School, Rules, Policies, and Norms (University and Field Placements)
Unaware of school rules and policies. Aware of some school rules and policies. Aware of school rules and policies. Usually Knows school rules and policies. Follows them Always follows school rules and policies and
Sometimes disregards known policies or Follows rules when it is convenient. follows them without being reminded by consistently. Understands the purpose of regulations encourages others to respect them. Often exceeds
restrictions. Wants exceptions to be made for others. Accepts reminders for breaches of rules and respects their intent. Accepts responsibility for school rules and policies dealing with dress,
himself/herself, or tries to get around or policies, and does not attempt to circumvent personally following them in his/her patterns of behavior, etc. Shows exemplary patterns of behavior
established rules or behavior, dress, etc. Thinks them in his/her patterns of behavior, dress, etc. dress, behavior, etc. with respect to rules and policies dealing with dress,
rules were made for others. behavior, or other aspects of school operation.
Uses incorrect grammar in oral and/or written Sometimes uses incorrect grammar in oral Usually uses correct grammar in oral and/or Uses correct grammar in oral and/or written Speaking and writing is flawless in terms of
communications. May use slang, profanity, and/or written communication. Uses written communication. Generally uses communication. Communication is free of offensive grammatical correctness. Language usage is
inappropriate vocabulary, or offensive language that is offensive when thinks with language that is appropriate and not offensive. or inappropriate language. Uses language to express conventional and respectful. Is articulate and/or
language. Does not express ideas clearly. May peers only. Sometimes uses distracting Can convey ideas accurately. ideas very effectively regardless of the age of the persuasive when expressing ideas.
display distracting language habits (e.g., language. listener.
repetition of words or phrases, such as “okay”
Dispositions will be used at critical decision points to help ascertain whether or not the teacher candidate progresses.
L2 will trigger notification of advisor and teacher candidate. The teacher candidate’s dispositions will be revisited in the next semester of enrollment.
L1 will require a documented remediation plan.
Adapted From: Wayda, V. & Lund, J. (2005). Assessing dispositions: An unresolved challenge in teacher education, JOPERD, 76 (1), 34-41.