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					                       [MAST PORTFOLIO AND DEFENSE RUBRIC]                October 4, 2010

Rubric for Content Knowledge: (Questions1-4)
   Fulfills the following Standards/Outcomes/Propositions:
   NSTA: 1. Science content, 2. Nature of Science, 3. Inquiry, 4. Issues, 9. Safety and Welfare
   NCATE: Content knowledge, Application of Knowledge
   NBPTS: 2. Content knowledge

     Skill                Exceptional                  Acceptable                 Unsatisfactory
Depth and          Clearly articulates a        Understands the major       Poor understanding of
Breadth of         deep understanding of        concepts, principles,       the major concepts,
Content            the major concepts,          theories, laws, and         principles, theories,
(Question 1)       principles, theories,        interrelations in the       laws, and interrelations
                   laws, and interrelations     science field(s) of         in the science field(s) of
                   in the science field(s) of   study.                      study.
                   study.
Unifying Ideas     Clearly understands          Understands and can         Has poor understanding
(Question 1)       and can provide              provide examples of the     and provides very
                   numerous examples of         unifying concepts of        shallow or no examples
                   the unifying concepts of     science.                    of the unifying concepts
                   science.                                                 of science.
Nature of          Narrative and artifact       Narrative and artifact      Narrative and artifact
Science            selection demonstrate a      selection demonstrate       selection demonstrate a
(Question 2)       deep understanding of        an acceptable               poor understanding of
                   the nature of science        understanding of the        the nature of science
                   and scientific inquiry.      nature of science and       and scientific inquiry.
                                                scientific inquiry.
Inquiry            Deeply understands           Distinguishes different     Distinction between
(Question 3)       and articulates the          forms of inquiry and        different forms of inquiry
                   distinction between the      can correctly apply         poor or inaccurate.
                   different forms of           each to teaching            Ability to apply different
                   inquiry and can apply        situations. Can             forms of inquiry to
                   and explain the              accurately define key       teaching situations poor
                   pedagogical impact of        terms in science such       or lacking. Can
                   each to teaching             as theory, law, etc.        accurately define few or
                   situations. Can                                          no key terms in science
                   accurately define and                                    such as theory, law, etc.
                   give examples of key
                   terms in science such
                   as theory, law, etc.
Science-           Can identify and             Can identify current        Cannot identify current
Technology-        articulate the               trends, issues, and         trends, issues, and
Society            importance of current        knowledge gains in          knowledge gains in
(Question 4)       trends, issues, and          science and can             science
                   knowledge gain in            effectively use these                 OR
                   science and effectively      trends to instruct          Cannot effectively use
                   use these trends to          students in content and     these trends to instruct
                   instruct students in         the nature of science.      students in content and
                   content and the nature                                   the nature of science.
                   of science




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                       [MAST PORTFOLIO AND DEFENSE RUBRIC]                October 4, 2010

Rubrics for Pedagogical Knowledge (Questions 7-10)
   Fulfills the following Standards/Outcomes/Propositions:
   NSTA: 5. General skills in teaching, 6. Curriculum
   NCATE: Pedagogical knowledge, Application of Learning, Diversity
   NBPTS: 1. Commitment to student learning, 3. Monitoring and managing learning

      Skill                Exceptional               Acceptable                   Unsatisfactory
Beliefs About      Beliefs about teaching     Beliefs about teaching        Beliefs about teaching
Teaching and       and learning are clearly   and learning are              and learning are poorly
Learning           articulated; substantial   articulated; adequate         articulated.
(Question 7 & 8)   support is included in     support is included in
                   the narrative and          the narrative and
                   artifact selection.        artifact selection.
Student            Clearly understands        Understands and can           Understanding of how to
Learning           and can give multiple      build upon prior beliefs      build upon prior beliefs
(Question 7 & 8)   examples of hw to build    (or misconceptions),          (or misconceptions),
                   upon prior beliefs (or     knowledge,                    knowledge, experiences,
                   misconceptions),           experiences, and              and interests of students
                   knowledge,                 interests of students.        is lacking or poorly
                   experiences, and                                         articulated.
                   interests of students.
Curriculum/        Understands the            Understands the               Doesn’t understand the
Standards          curricular                 curricular                    curricular
(Question 9)       recommendations of         recommendations of            recommendations of the
                   the state and national     the state and national        state and national
                   science standards and      science standards and         science standards OR
                   gives multiple examples    can identify, access, or      cannot identify, access,
                   of how to access or        create resources and          or create resources and
                   create resources and       activities that are           activities that are
                   activities that are        consistent with the           consistent with the
                   consistent with the        standards.                    standards.
                   standards.
Diversity          Clearly articulates the    Can successfully              Does not believe that
(Question 10)      importance of making       promote the learning of       science is for all
                   science available for      science by students           students OR cannot
                   ALL students and can       with different abilities,     successfully promote the
                   give examples of how       needs, interests, and         learning of science by
                   this can be                backgrounds.                  students with different
                   accomplished in the                                      abilities, needs,
                   classroom. Can                                           interests, and
                   successfully promote                                     backgrounds.
                   the learning of science
                   by students with
                   different abilities,
                   needs, interests, and
                   backgrounds.




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                       [MAST PORTFOLIO AND DEFENSE RUBRIC]                   October 4, 2010

Rubrics for Pedagogical Content Knowledge (Questions 13-15)

   Fulfills the following Standards/Outcomes/Propositions:
   NSTA: 5. General skills in teaching, 6. Curriculum, 8. Assessment
   NCATE: Pedagogical Content Knowledge, Information Technology, Impact on Student
   Learning, Application to Practice
   NBPTS: 1. Commitment to student learning, 3. Monitoring and managing learning, 4. Thinks
   systematically about practice.

      Skill                Exceptional                 Acceptable                    Unsatisfactory
Safety             Articulates that safety      Knows and practices            Does not know or cannot
(Question 13)      and ethical treatment of     safe and proper                responsibly convey the
                   living things are            techniques for the             importance of safety and
                   priorities in science        preparation, storage           ethical treatment of living
                   classrooms and               and disposal of all            things in the science
                   explains a safety plan       materials, knows and           classroom. Cannot
                   for a classroom that         practices emergency            explain the proper
                   includes the proper          procedures, and can            techniques for the
                   demonstration and            identify the ethical/legal     preparation, storage and
                   enforcement of safety        responsibilities of the        disposal of all materials
                   and ethical practices.       teacher and student in         or emergency
                   Knows and practices          regard to safety and the       procedures. Cannot
                   safe and proper              treatment of living            identify the ethical/legal
                   techniques for the           things.                        responsibilities of the
                   preparation, storage                                        teacher and student in
                   and disposal of all                                         regard to safety and the
                   materials, knows and                                        treatment of living things.
                   practices emergency
                   procedures, and can
                   identify the ethical/legal
                   responsibilities of the
                   teacher and student.
Exemplary          Narrative and artifact       Narrative and artifact         Narrative and artifact
Science            selection demonstrate a      selection demonstrate          selection demonstrate a
Teaching           deep understanding of        an acceptable                  poor understanding of
(Question 14-15)   exemplary science            understanding of               exemplary science
                   instruction.                 exemplary science              instruction.
                                                instruction. OR Are able
                                                to use diverse
                                                instructional strategies
                                                to teach for skill and
                                                understanding.
Applying           Provides substantial         Provides evidence of           Provides little evidence
Program to         evidence of the actual       the actual or intended         of the actual or intended
Classroom          or intended integration      integration of MAST            integration of MAST
Practice           of MAST program              program learning to            program learning to
(Question 15)      learning to classroom        classroom practice.            classroom practice.
                   practice.
Assessment         Assessments are              More than one method           Methods of assessment
(Question 15)      deliberately designed        of assessment is used          are unvaried.
                   and multiple methods         to guide and modify            Assessments contain
                   are used to guide and        instruction.                   many items that are
                   modify instruction.          Assessments mostly             measuring unimportant
                   Assessments are well         measure science                or irrelevant science
                   designed to measure          content that is                content.
                   the science content that     important to learn.

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                    [MAST PORTFOLIO AND DEFENSE RUBRIC]                October 4, 2010

                is most important to
                learn.
Instructional   Use of instructional        Provides evidence of         Little to no evidence of
Technology      technology is               the effective                effective incorporation of
(Section III)   purposeful and highly       incorporation of             technology is evidenced.
                integrated into lesson      instructional technology     Where present, use of
                design. Technology          to access resources,         technology does not
                allows for collection and   collect and process          facilitate student learning
                processing of data, and     data, and facilitate         in science.
                increases the richness      learning in science.
                of the lessons.




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                       [MAST PORTFOLIO AND DEFENSE RUBRIC]                October 4, 2010

Rubrics for Professional Dispositions
   Fulfills the following Standards/Outcomes/Propositions:
   NSTA: 10. Professional Growth
   NCATE: Application to practice, Professional Dispositions
   NBPTS: 1. Commitment to student learning, 4. Thinks systematically about practice. 5.
   Professional Learning Community


      Skill             Exceptional                 Acceptable                    Unsatisfactory
Role of          Creates and maintains       Creates and maintains          Cannot articulate how to
Professional     a psychologically and       a psychologically and          create and maintain a
(Question 16)    socially safe and           socially safe and              psychologically and
                 supportive learning         supportive learning            socially safe and
                 environment by              environment. Displays          supportive learning
                 establishing and            caring and empathy for         environment. Conveys
                 maintaining a standard      students. Practices            an attitude of superiority
                 of mutual respect.          ethical actions and            to students OR clearly
                 Displays caring and         decision making.               condones unethical
                 empathy for students,                                      actions or decisions.
                 practices ethical actions
                 and decision making
                 and fosters these traits
                 in students.
Qualities of     Articulates the             Open to new ideas,             Not open to new ideas,
Leadership       importance of               willing to change and          change, or risk. Displays
(Question 17)    introducing new             take risks, and willing to     a hesitancy to work
                 research-based ideas        collaborate with others        collaboratively with
                 to colleagues and           to foster positive             others to improve
                 expresses a willingness     relationships and              student learning.
                 to form collaborative       improve student
                 groups to foster positive   learning.
                 relationships and
                 improve student
                 learning.
Reflection on    Upon critical               Critically examines their      Does not critically
Program          examination of their        teaching and learning.         examine their teaching
Question 5, 11,  teaching and learning       Is confident in stating        and learning. Does not
18)              develops a plan to          what they do and do            admit lack of knowledge
                 make improvements           not know.                      or expertise.
                 where needed.
Professional     Provides                    Committed to active            Does not express an
Growth           documentation of            and continuous                 interest or see the
(Question 6, 12, professional growth         professional learning          importance in continuous
19)              achieved through            and leadership that will       professional learning
                 participation in            result in student              and leadership that will
                 professional activities     learning.                      result in student
                 beyond the university                                      learning.
                 classroom.
* From NAU conceptual framework.




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                       [MAST PORTFOLIO AND DEFENSE RUBRIC]                  October 4, 2010

Rubrics for Overall Preparation of the Portfolio

     Skill              Exceptional                   Acceptable                     Unsatisfactory
Organization/     Portfolio is highly          Portfolio is professional      Portfolio is
Appearance        professional in              in appearance:                 unprofessional in
                  appearance;                  organization is mostly         appearance; lacks
                  organization is logical      logical and layout is          logical organization and
                  and layout is very easy      relatively easy to             is difficult to navigate.
                  to navigate.                 navigate.
Mechanics         Writing includes no          Writing includes few           Spelling and
                  serious spelling or          spelling or grammatical        grammatical errors
                  grammatical errors           errors                         significantly detract from
                                                                              the readability of the
                                                                              portfolio.
Artifact          Artifacts are highly         Artifacts are mostly           Artifacts fail to represent
Selection         representative of            representative of              important learning as a
                  important learning as a      important learning as a        result of participation in
                  result of participation in   result of participation in     the MAST program.
                  the MAST program.            the MAST program.
Depth and         Draws upon a wide            Draws upon varied              Draws upon few
Breadth           array of varied              resources (lesson              resources, course work,
                  resources (lesson            plans, reflections,            and experiences to
                  plans, reflections,          papers, exams, etc),           demonstrate
                  papers, exams, etc),         course work and                competence in
                  course work and              experiences to                 understanding
                  experiences to               demonstrate                    exemplary science
                  demonstrate                  competence in                  teaching and learning.
                  competence in                understanding
                  understanding                exemplary science
                  exemplary science            teaching and learning.
                  teaching and learning.
Analysis of the   Narratives offer             Narratives offer               Fails to describe or
Artifacts         exceptional analysis of      adequate analysis of           vaguely describes the
                  the artifacts’               artifacts’ connections to      artifacts’ connections to
                  connections to               important learning as a        important learning as a
                  important learning as a      result of participation in     result of participation in
                  result of participation in   the MAST program.              the MAST program.
                  the MAST program.




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[MAST PORTFOLIO AND DEFENSE RUBRIC]   October 4, 2010




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