Assessments
10%of total grade
|
100%
Two formative assessments and one summative assessment are included. The assessments align to the selected state standard(s) and lesson objective(s). Assessments are aligned to and support the identified grade level, content area, and developmental levels of students. Assessments are differentiated to meet the needs of the identified students and the whole class.
|
75%
Two formative assessments and one summative assessment are included. The assessments align to the selected state standard(s) and lesson objective(s). Assessments are aligned to and support the identified grade level, content area, and developmental levels of the identified students.
|
50%
One formative and one summative assessment are included. The assessments are indirectly aligned to the selected state standard(s) and lesson objective(s). Assessments are indirectly aligned to the identified grade level, content area, and developmental levels of the identified students.
|
25%
Formative and summative assessments are not included. The assessments are not aligned to the selected state standard(s) and lesson objective(s). Assessments are not aligned to the identified grade level, content area, and developmental levels of the identified students.
|
Assessment Presentation (Development) – Assessment Preparation
10%of total grade
|
100%
The development portion of the assessment presentation includes a comprehensive description of the instruction that will be necessary to prepare students for the assessments and how that instruction supports the content standards, learning objectives, and the identified students. Specific research and literature is cited to justify decisions.
|
75%
The development portion of the assessment presentation includes a comprehensive description of the instruction that will be necessary to prepare students for the assessments.
|
50%
The development portion of the assessment presentation includes a limited description of the instruction that will be necessary to prepare students for the assessments.
|
25%
The development portion of the assessment presentation does not include a description of the instruction that will be necessary to prepare students for the assessments.
|
Assessment Presentation (Development) – Responsiveness to Student Needs
10%of total grade
|
100%
The development portion of the assessment presentation includes a comprehensive analysis of how the assessments meet the needs of identified students and the whole class. The development portion of the assessment presentation includes a comprehensive description of how accommodations in the assessment or testing conditions will be made, especially for the identified students with disabilities and language learning needs. A justification for how these accommodations support the needs of students with disabilities and language learning needs is included. Specific research and literature is cited to justify decisions.
|
75%
The development portion of the assessment presentation includes a comprehensive analysis of how the assessments meet the needs of all the identified students. The development portion of the assessment presentation includes a comprehensive description of how accommodations in the assessment or testing conditions will be made, especially for the identified students with disabilities and language learning needs.
|
50%
The development portion of the assessment presentation includes a limited description of how the assessments meet the needs of some of the identified students. The development portion of the assessment presentation includes a limited description of how accommodations in the assessment or testing conditions will be made for identified students.
|
25%
The development portion of the assessment presentation does not include how the assessments meet the needs of the identified students. The development portion of the assessment presentation does not include how accommodations in the assessment or testing conditions will be made.
|
Assessment Presentation (Development) – Influence of Teacher Bias
|
100%
The development portion of the assessment presentation includes a comprehensive explanation of how personal identity, worldview, and prior experience may affect development of the assessments and what will be done to guard against potential bias, including specific professional development opportunities. The development portion of the assessment presentation includes a comprehensive description of how assessments will be used to guide teacher decision-making about the identified students and identify patterns of learning for the whole class. Specific research and literature is cited to justify decisions.
|
75%
The development portion of the assessment presentation includes a comprehensive explanation of how personal identity, worldview, and prior experience may affect development of the assessments and what will be done to guard against potential bias. The development portion of the assessment presentation includes a comprehensive description of how assessments will be used to guide teacher decision making about all the identified students.
|
50%
The development portion of the assessment presentation includes a limited description of how personal identity, worldview, and prior experience may affect development of the assessments and a limited description of what will be done to guard against potential bias. The development portion of the assessment presentation includes a limited description of how these assessments will be used to guide decision making about some of the identified students.
|
25%
The development portion of the assessment presentation does not include how personal identity, worldview, or prior experience affected the development of the assessments or what will be done to guard against potential bias. The development portion of the assessment presentation does not include how these assessments will be used to guide decision making about students.
|
Assessment Presentation (Development) – Ethical Use of Assessment
10%of total grade
|
100%
The development portion of the assessment presentation includes a description of the ethical use of multiple assessments and assessment data to identify learner strengths and needs and provide effective descriptive feedback to students.
|
75%
The development portion of the assessment presentation includes a description of the ethical use of multiple assessments and assessment data to identify learner strengths and needs.
|
50%
The development portion of the assessment presentation includes a limited description of the ethical use of multiple assessments to identify learner strengths and needs.
|
25%
The development portion of the assessment presentation does not include the ethical use of multiple assessments and assessment data to identify learner strengths and needs.
|
Assessment Presentation (Results) – Learner Growth
10%of total grade
|
100%
The results portion of the assessment presentation includes a comprehensive description of how the results of these assessments will be used to promote learner growth for the identified students and the whole class.
|
75%
The results portion of the assessment presentation includes a comprehensive description of how the results of these assessments will be used to promote learner growth for the identified students.
|
50%
The results portion of the assessment presentation includes a limited description of how the results of these assessments will be used to promote learner growth for some of the identified students.
|
25%
The results portion of the assessment presentation does not include how the results of these assessments will be used to promote learner growth.
|
Assessment Presentation (Results) – Learner Engagement
10%of total grade
|
100%
The results portion of the assessment presentation includes a comprehensive description of how learners will be engaged in their own growth, how the teacher will monitor learner progress, and how the teacher will use these assessments to guide decision-making about instruction for the identified students and the whole class. Specific research and literature is cited to justify decisions.
|
75%
The results portion of the assessment presentation includes a comprehensive description of how learners will be engaged in their own growth, how the teacher will monitor learner progress, and how the teacher will use these assessments to guide decision-making about instruction for the identified students.
|
50%
The results portion of the assessment presentation includes a limited description of how learners will be engaged in their own growth, and how the teacher will monitor learner progress and use these assessments to guide decision-making about instruction for the identified students.
|
25%
The results portion of the assessment presentation does not include how learners will be engaged in their own growth, or how the teacher will monitor learner progress and use these assessments to guide decision-making about instruction for the identified students.
|
Assessment Presentation (Results) – Interpretation of Assessment
10%of total grade
|
100%
The results portion of the assessment presentation includes a comprehensive explanation of how personal identity, worldview, and prior experience may affect interpretation of the assessments’ results and what will be done to guard against potential bias, including specific professional development opportunities. Specific research and literature is cited to justify decisions.
|
75%
The results portion of the assessment presentation includes a comprehensive explanation of how personal identity, worldview, and prior experience may affect interpretation of the assessments’ results and what will be done to guard against potential bias.
|
50%
The results portion of the assessment presentation includes a limited description of how personal identity, worldview, and prior experience may affect the teacher’s interpretation of the assessments’ results and a limited description of what will be done to guard against potential bias.
|
25%
The results portion of the assessment presentation does not include how personal identity, worldview, or prior experience may affect the teacher’s interpretation of the assessments’ results or what will be done to guard against potential bias.
|
Assessment Presentation (Results) – Professional Ethics
10%of total grade
|
100%
The results portion of the assessment presentation includes a comprehensive description of how results of these assessments will be used to evaluate teaching practice, the effects of teacher choices and actions on others, and adaptation of practice to meet the needs of each identified learner and the whole class. Specific research and literature is cited to justify decisions.
|
75%
The results portion of the assessment presentation includes a comprehensive description of how results of these assessments will be used to evaluate teaching practice, the effects of teacher choices and actions on others, and adaptation of practice to meet the needs of each learner.
|
50%
The results portion of the assessment presentation includes a limited description of how results of these assessments will be used to evaluate teaching practice, the effects of teacher choices and actions on others, and adaptation of practice to meet the needs of each learner.
|
25%
The results portion of the assessment presentation does not include how results of these assessments will be used to evaluate teaching practice, the effects of teacher choices and actions on others, and adaptation of teacher practice to meet the needs of each learner.
|
Quality of Written Communication
10%of total grade
|
100%
The assignment contains a exceptionally concise written explanation of findings. The prose is free of mechanical errors. A variety of sentence structures and effective figures of speech are used. The writer is clearly in command of standard, written, academic English.
|
75%
There is a clear and logical written explanation of findings. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
|
50%
The assignment contains an adequate explanation of findings. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present.
|
25%
The assignment has inconsistent grammar, spelling and paragraphing throughout. The writer displays an inability to explain findings clearly. Surface errors are pervasive enough that they impede communication of meaning.
|