ArtsAPS Portfolio Rubric

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					                                                          ArtsAPS Portfolio Rubric
Teachers will find that satisfactorily completing all ArtsAPS course assignments will provide evidence of most, if not all of the Portfolio Criteria below.
Evaluator’s Name:
ArtsAPS Teacher’s Name:
ArtsAPS Teacher’s Fine/Performing Arts Area:
ArtsAPS Instructor’s Name:

The ArtsAPS Portfolio should include the following three Introductory Items followed by all ArtsAPS assignments. Assignments should
provide evidence that you have met the criteria listed in the ArtsAPS Portfolio Rubric (see next page). A template for the Introductory
Matrix follows the ArtsAPS Portfolio Rubric; a scoring guide will be found on the last page.

    Introductory Item                                                 Acceptable 3-2 Points                            Unacceptable 1-2 Points
                                                                      Articulates what has been learned                No or poor articulation of goals
    Introductory Reflective Essay
                                                                      Reflects on how ArtsAPS learning relates to      Little or no reflection on how ArtsAPS learning
    Reflects on what you have learned in the program and how you      delivering classroom instruction                 relates to delivering classroom instruction
    see ArtsAPS content as it applies to the classroom.
                                                                      Reflects on how the portfolio relates to these   Little or no reflection on how the portfolio relates
                                                                      goals                                            to these goals
                                                                      Up-to-date                                       Out-of-date
    Résumé/C.V.
                                                                      Complete                                         Incomplete
    Details your professional experience and credentials; organized
    and presented in a professional style                             Includes education and experience                Omits relevant information or has gaps in time

                                                                      Presented in a professional way                  Disorganized or unprofessional presentation


    Matrix

    One page matrix which provides an overview of the portfolio. The
    left hand column lists all required items (SEE TEMPLATE AT       MANDATORY—we will not assess portfolio or MANDATORY—we will not assess portfolio or
    END). Right column lists all portfolio items AND                 award points without this matrix          award points without this matrix
    SECTION/PAGE NUMBERS that fulfill that requirement.



REV: Portfolio Rubric 12/09
                                             1
ArtsAPS Portfolio Rubric

Levels:                       Unsatisfactory 1-2 Points              Average 3 Points                         Professional 4-5 Points                       Score
Criteria:
Evidence of the use of        The portfolio shows 0-1 examples       The portfolio shows 2-3 examples of      The portfolio shows more than 4 or more
culturally responsive         of teacher awareness and efforts       teacher awareness and efforts            examples of teacher awareness and
pedagogy/Knowledge            toward adapting teaching to            toward adapting teaching to student      efforts toward adapting teaching to student
                              student learning styles and student    learning styles and student diversity.   learning styles and student diversity.
of diverse cultures and
                              diversity.
perspectives
Evidence of having            The portfolio shows 0-1 examples       The portfolio shows 2-3 examples of      The portfolio shows 4 or more examples of
high expectations for         of teacher high expectations for all   teacher high expectations for all        teacher high expectations for all students’
all students to learn         students’ learning and                 students’ learning and achievement       learning and achievement in the arts
                              achievement in the arts                in the arts
and achieve in the arts
Evidence of                   The portfolios shows 0-1 examples      The portfolios shows 2-3 examples of     The portfolios shows 4 or more examples
reflective practice           of teacher modification of             teacher modification of professional     of teacher modification of professional
                              professional practice as the result    practice as the result of self-          practice as the result of self-reflection.
                              of self-reflection.                    reflection.
Examples of                   The portfolios shows 0-1 examples      The portfolios shows 2-3 examples of     The portfolios shows 4 or more examples
collaboration                 of demonstrated collaboration with     demonstrated collaboration with          of demonstrated collaboration with
( Evidence of online or in-   colleagues in planning,                colleagues in planning, conducting,      colleagues in planning, conducting, or
person collaboration)         conducting, or assessment.             or assessment.                           assessment.
Knowledge of and              The portfolio shows 0-1 examples       The portfolio shows 2-3 examples of      The portfolio shows 4 or more examples of
experience with               of providing appropriate feedback      providing appropriate feedback to        providing appropriate feedback to and
families                      to and engaging families in            and engaging families in improving       engaging families in improving student
                              improving student performance.         student performance.                     performance.
Assessment of learning        The portfolio shows 0-1 examples       The portfolio shows 2-3 examples of      The portfolio shows 4 or more examples of
goals and objectives          of effective, measurable               effective, measurable assessments        effective, measurable assessments which
*New GPS are already          assessments which are aligned          which are aligned with new Georgia       are aligned with new Georgia
aligned with National         with new Georgia Performance           Performance Standards in the             Performance Standards in the
Standards                     Standards in the Fine/performing       Fine/performing Arts, National           Fine/performing Arts, National Standards,
                              Arts, National Standards, and          Standards, and ArtsAPS content.*.        and ArtsAPS content.*
                              ArtsAPS content.*
Instructional                 The portfolio shows 0-1 examples       The portfolio shows 2-3 examples of      The portfolio shows 4 or more examples of
adjustments based on          of assessment data being used to       assessment data being used to            assessment data being used to modify
assessment data               modify instruction (within lesson or   modify instruction(within lesson or      instruction (within lesson or unit of
                              unit of instruction)                   unit of instruction)                     instruction)
Illustrations of              The portfolio shows 0-1 examples       The portfolio shows 2-3 examples of      The portfolio shows 4 or more examples of
monitoring, adjusting,        of effective use of a system for       effective use of a system for            effective use of a system for monitoring,
and remediating               monitoring, adjusting, and             monitoring, adjusting, and               adjusting, and remediating student
                              remediating student learning.          remediating student learning.            learning.
student learning




REV: Portfolio Rubric 12/09
                                               2
Evidence of having a        The portfolio shows 0-1                The portfolio shows 2-3                    The portfolio shows 4 or more
positive impact on          examples of determining student        examples of determining student            examples of determining student
student learning            knowledge base before the lesson       knowledge base before the lesson           knowledge base before the lesson and
                            and measuring student                  and measuring student                      measuring student
                            learning after the lesson.             learning after the lesson.                 learning after the lesson.
Evidence of arts            The portfolio reflects 4 or more       The portfolio reflects 2-3 content         The portfolio reflects 0-1 content
content depth               content deficiencies.                  deficiencies                               deficiencies

Evidence of                 The portfolio shows 0-1 examples       The portfolio shows 2-3 examples           The portfolio shows 4 or more examples
instructional mastery in    that students are receiving explicit   that students are receiving explicit       that students are receiving explicit
teaching Skills and         instruction in the development of      instruction in the development of          instruction in the development of specific
                            specific fine/performing arts skills   specific fine/performing arts skills and   fine/performing arts skills and craft;
Craft
                            and craft. No or little evidence of    craft. Evidence of communicating           expertise in communicating and guiding
                            communicating and guiding skill        and guiding skill development              nuanced skill development present.
                            development.                           present.
Evidence of aligning        The portfolio shows 0-1 examples       The portfolio shows 2-3 examples of        The portfolio shows 4 or more examples
instruction with GPS        of aligning instruction with GPS in    aligning instruction with GPS in the       of aligning instruction with GPS in the Arts
and National Standards      the Arts and National Standards        Arts and National Standards                and National Standards
Evidence of applying        The portfolio shows 0-1 explicit       The portfolio shows 2-3 explicit           The portfolio shows 4 or more explicit
key ArtsAPS concepts        examples of applying key ArtsAPS       examples of applying key ArtsAPS           examples of applying key ArtsAPS
and practices in            concepts and practices in the          concepts and practices in the              concepts and practices in the classroom
                            classroom                              classroom
classroom instruction
Evidence of all ArtsAPS     One or more ArtsAPS                    All ArtsAPS assignments present in         All ArtsAPS assignments present in
Assignments included        assignments missing from portfolio     Portfolio; 1 or 2 (see note below) may     Portfolio; all assignments are complete.
in Portfolio                                                       be partially complete but all others
                                                                   are complete.
(with peer and self-
assessments                                                        (NOTE: Action Research Projects,
completed where                                                    Video, and Video Critical Reflection
required)                                                          MUST BE COMPLETE).
___Reading Responses
___Self Assessments
___Video
___Critical Reflection on
    Video
___Blog Entries
___Consistent use of
    Blog/Blog entries
___Action Research
    Project(s)
___Original performance
    or artwork(s) for
    Teacher As Artist
___All other assignments

REV: Portfolio Rubric 12/09
                                             3
Evidence of student            The portfolio shows 0-1 student        The portfolio shows 2-3 student       The portfolio shows 4 or more student
learning and impact of         artifacts/products.                    artifacts/products.                   artifacts/products.
ArtsAPS on instruction         Little or no evidence that students    Evidence that students are required   Evidence that students are required to
                               are required to complete               to complete assignments to level of   complete assignments to high level of
through artifacts and
                               assignments to level of proficiency.   proficiency.                          proficiency (to the best of their abilities).
products (see student
artifact and product
selection guide)
Evidence of ability to         The portfolio shows 0-1 examples       The portfolio shows 2-3 examples of   The portfolio shows 4 or more examples of
articulate unique              of teacher clearly articulating the    teacher clearly articulating the      teacher clearly articulating the unique,
educational value of           unique, compelling educational         unique, compelling educational        compelling educational contributions the
                               contributions the arts make to         contributions the arts make to        arts make to student learning
arts learning
                               student learning                       student learning

References:
1. Music Education Portfolio Rubric - Print View http://rubric.taskstream.com/rubric/print.asp?qyz=csQkDmNkDafE...
2. TOSS & Student teaching, PORTFOLIO NARRATIVE EVALUATION GUIDE, Kennesaw State University, Bagwell College of Education at:
http://74.125.47.132/search?q=cache:6jfaf72zlh4J:www.kennesaw.edu/education/ncate/instruments/FA05_Instruments/ST%2520Portfolio%2520Narrative%2520Rubric%2520Revision%2520FA05.doc
+RATING+SCALE+to+complete+the+Undergraduate+Portfolio+Narrative+Rubric.+Due+to+the+developmental+nature+of+the+KSU+program&cd=1&hl=en&ct=clnk&gl=us)
3. ArtsAPS PDAE Approved Grant Application and Logic Model




                         TEMPLATE FOR PORTFOLIO MATRIX ON NEXT PAGE

                                                          Scoring Guide on last page



REV: Portfolio Rubric 12/09
                                               4
                   TEMPLATE FOR PORTFOLIO MATRIX **MANDATORY**
 Criteria:                                                                Portfolio Items Meeting Criteria           LOCATION IN PORTFOLIO
                                                                     “What in this portfolio provides evidence of   Section/Page Number of Item
                                                                                    this criterion?”                       “Where is it?”
 Evidence of the use of culturally responsive pedagogy;
 Knowledge of diverse cultures and perspectives
 Evidence of high expectations for all students to achieve in arts
 Evidence of reflective practice
 Examples of collaboration
 Knowledge of and experience with families
 Assessment of learning goals and objectives
 Instructional adjustments based on assessment data
 Illustrations of monitoring student learning
 Evidence of having a positive impact on student learning
 Evidence of content depth
 Evidence of mastery teaching in Skills and Craft
 Evidence of aligning instruction with GPS/ArtsAPS
 Evidence of applying ArtsAPS key concepts and practices in
 classroom instruction
 Evidence of all ArtsAPS Assignments included in Portfolio (with
 peer and self-assessments completed)
 ___Reading Responses
 ___Self Assessments
 ___Video
 ___Critical Reflection on
      Video
 ___Blog Entries
 ___Consistent use of
      Blog
 ___Action Research
      Project(s)
 ___Original performance
      or artwork(s) for
      Teacher As Artist
 ___All other assignments
 Student Artifacts providing evidence of student learning and
 impact of ArtsAPS on instruction

REV: Portfolio Rubric 12/09
                                       5
 Evidence of ability to articulate unique educational value of arts
 learning
Scoring Guide
The following general scoring guide will help you to understand how your portfolio will be assessed.

0-1 – Little or No Evidence - Little or no evidence exists that achievement in a criterion has been met. Writing may be only descriptive in nature
and lack analysis or critical reflection. Evidence presented may be vague, brief, or not linked to proficiencies. Reference to the proficiencies may
be missing altogether. Through writing, teacher fails to make connections between evidence presented and demonstration of expertise in the
outcome. Teacher is unable to assess impact on student learning. There is little to no evidence that the teacher has been able to extend and apply
ArtsAPS knowledge and skills to daily practice. Finally, the teacher’s reflective analysis may express negative opinions about students, parents, or
other professionals or blame students and parents for the student’s inability to learn.

2 – Limited Evidence - Limited evidence exists that achievement in a criterion has been met. Writing is mostly descriptive with limited elements
of analysis or critical reflection. Evidence presented may address some of the proficiencies while others are not addressed at all or are hard to
identify. Through writing, teacher makes limited connections between evidence presented and demonstration of expertise in the outcome. Teacher
has difficulty assessing impact on student learning or adjusting practice accordingly. Opinions toward students, parents, or other professionals are
difficult to identify.

3 – Clear Evidence - Clear evidence exists that achievement in a criterion has been met. Teacher’s proficiencies are addressed through reflective
analysis. Writing is descriptive, analytical, and reflective. Evidence presented clearly addresses all of the proficiencies with some being richer in
detail than others. Through writing, teacher makes clear connections between evidence presented and demonstration of expertise in the outcome.
Teacher assesses impact on student learning and adjusts practice accordingly. There is clear evidence that the teacher has been able to extend and
apply ArtsAPS knowledge and skills to daily practice. Positive opinions and behaviors about students, parents, or other professionals are evident.

4-5 – Clear, Consistent, and Convincing Evidence - Clear, consistent, and convincing evidence exists that achievement in a criterion has been
met. Teacher’s proficiencies are addressed through reflective analysis. Writing is rich in description, analysis, and reflection. Evidence presented
addresses all proficiencies with evidence of multiple examples of extensions and application of ArtsAPS learning to teaching practices. Through
writing, teacher makes clear, consistent, and convincing connections between evidence presented and demonstration of expertise in the outcome.
Teacher consistently assesses impact on student learning and provides multiple examples of adjusting practice accordingly. Positive opinions and
interactions with students, parents, and other professionals are evident. Teacher is positive about teaching every student and about each student’s
ability to learn.


REV: Portfolio Rubric 12/09
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