Course: EDU 327/518A Capstone Experience for Teacher Candidates
Assessment Tools* |
|---|
*tools are subject to change based on student feedback and/or instructor input
Jenny Conklin |
Oracle Charter School |
Marilyn Foote-Kragbe |
Buffalo Public Schools |
Pam Hays |
St. Joseph School |
Sharon Hill |
Buffalo Public Schools |
Heather Hunter |
St. Joseph School |
Melanie Koch |
Buffalo Public Schools |
Connie Kudrna |
Buffalo Public Schools |
Karla Levi |
Buffalo Public Schools |
Pat Loncto |
Teachers of Teachers |
Lee Lyle |
Buffalo Public Schools |
Carol Mullen |
Buffalo Public Schools |
Catherine Sedota |
Oracle Charter School |
Mary Serwon |
Buffalo Public Schools |
Elaine Swing |
Buffalo Public Schools |
Samples of learning experience can be found online at:
http://my.daemen.edu/offices/teacher_leader/experiences.php
Name: ____________________________ Date: ______________
1) Please write a set of rules for a K-12 classroom.
Selected Grade level: ________
Rules:
2) Please write one rule for our college classroom.
Rule:
After Completing the questions above please consider these follow-up discussion questions:
A) Please list three characteristics of a good classroom rule.
1)
2)
3)
B) What is the difference between a rule and a classroom procedure?
C) Please list three characteristics of a good consequence:
1)
2)
3)
D) Please propose a consequence for a student who breaks a rule you made in question one (1) above.
E) Please propose a consequence for a classmate who breaks the rule you made in question two (2) above.
F) Please explain why or why not classroom rules / consequences should apply to the instructor.
Title: Reviewer’s Rubric
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Page Heading Instructor: ______ |
The reviewer completes the heading correctly And The reviewer calculates an overall score correctly. |
The reviewer completes the heading correctly OR The reviewer calculates an overall score correctly |
The reviewer completes the heading and calculates an overall score but both contain errors. |
The reviewer doesn’t complete the heading OR The reviewer doesn’t calculate an overall score. |
Comments Instructor: ______ |
Provocative and insightful comments are included for each attribute based on evidence from the assignment. Warm and cool comments are balanced. Meaningful suggestions are provided to assist the author in addressing all the cool comments. |
Relevant comments are included for each attribute based on evidence from the assignment. All warm comments are justifiable. At least one cool comment has been overlooked. Helpful Suggestions (such as editing) are provided to assist the author in addressing key cool comments. |
Superficial comments are included for each attribute based on evidence from the assignment. At least two cool comments have been over looked. The reviewer errors on the side of warm comments. Few useful suggestions are provided to assist the author in addressing cool comments. |
The review is lacking key elements, such as comments for each attribute, cool comments, or suggestions for addressing any of the cool comments. |
Bonus: The reviewer offers suggestions to the instructor for how to improve this assignment or the rubric used for grading this assignment.
_____ When checked your comments and corrections resulted in an increase in the score of your classmate.
Reviewer’s Name:____________________ Reviewer’s score: ______
Abbreviated Classroom Rules Scoring Rubric
INTASC Standard 5 – Motivation and Management
The candidate encourages an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation.
Course Objective(A): Establish norms of collegiality as the foundation for a learning community.
Course Requirement (A): Classroom Rules and Floor Plan: Each teacher intern develops a set of rules and a classroom floor plan for use as a first year teacher. Practicum experience should inform, but not dictate the teacher intern’s response.
Rational: It is important to set classroom rules so that learners know what to expect in the learning environment. Setting norms (or rules) is important when working with both children and adults. By setting norms a lot of misunderstandings can be avoided. This class assignment invites interns to develop norms for our college classroom. A scoring rubric will be introduced that allows interns to assess our classroom rules and give feedback based a specified set of criterion.
Assignment: Student interns use a rubric and benchmarked papers to score a set of sample classroom rules.
Evidence: A completed rubric and an in-class group presentation for an assigned set of classroom rules.
(Please hand-in your completed rubric by attaching it to the Classwork clipboard.)
Title: Abbreviated Classroom Rules Scoring Rubric
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Rules are measurable and observable Reviewer: ______ Instructor: ______ |
Three (3) – Five (5) positively stated rules are included. And A student’s behavior can be easily observed and recorded for each of the rules |
More than five rules are included. OR One rule may not be positively stated. OR A student’s behavior can be easily observed and recorded for all but one of the rules. |
Only two positive rules are included. OR A student’s behavior can be easily observed and recorded for all but two of the rules. |
Only one positive rule is included. OR Three or more rules are based on value statements that cannot be easily observed nor measured. |
Rules are relevant and realistic for classroom use Reviewer: ______ Instructor: ______ |
Rules include a compliance rule, a talking rule, and an in class behavior rule. All rules are positively stated and apply to all students at all times. All rules are written to respect personal freedom of each student. A student can quickly comply with any rule by modifying behavior in class. |
Rules include a compliance rule, a talking rule, and an in class behavior rule. Rules apply to all students most of the time. Rules respect personal freedom of each student. OR A student can quickly comply with all but one rule by modifying behavior in class. |
Rules do not address a full range of management issues in a typical classroom. OR One rule requires students to unnecessarily forfeit key freedoms. OR Two rules deal with expectations that are better communicated as procedures. |
Rules are narrowly focused and provide a rigid structure and require students to unnecessarily forfeit key freedoms. OR Three or more rules deal with expectations that could be better communicated as procedures. |
Icons /
Reviewer: ______ Instructor: ______ |
Each rule has a relevant icon to help students to remember the rule. And Each rule is clear and logical. And There are no errors in spelling grammar, syntax, or capitalization that interfere with readability. |
At least two rules have a relevant icon. OR One rule may not be clear. OR There are one or two errors in grammar, syntax, capitalization, or spelling but they do not interfere with readability. |
At least one rule has a relevant icon. OR Two rules may not be clear. OR There are one or two errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
No relevant icons are used. OR The writing demonstrates a lack of control of the conventions of written English. OR There are three or more errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
INTASC Standard 5: Motivation and Management
The candidate encourages an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation.
Course Objective(A): Establish norms of collegiality as the foundation for a learning community.
Course Requirement(A): Classroom Rules and Floor Plan: Each teacher intern develops a set of rules and a classroom floor plan for use as a first year teacher. Practicum experience should inform, but not dictate the teacher intern’s response.
Rational: It is important to set classroom rules so that learners know what to expect in the learning environment. Setting norms (or rules) is important when working with both children and adults. By setting norms a lot of misunderstandings can be avoided. This class assignment invites student interns to develop norms for our college classroom. A scoring rubric will be introduced that allows interns to assess our classroom rules and give feedback based a specified set of criterion.
Assignment: Student interns develop a set of sample classroom rules and classroom floor plan.
Evidence: 1) A set of classroom rules attached to a Classroom Rules Rubric with the self-assessment section completed and 2) A classroom floor* plan attached to a Classroom Floor Plans Rubric with the self-assessment section completed.
(Please allow a classmate to review your homework assignment. After the review, hand-in your completed assignment, by attaching it to the Homework clipboard.)
*For help generating a floor plan you may use on-line resources such as those found at: http://classroom.4teachers.org/floorplan_info.htm
or Smartdraw.com
http://fte.eans.k12.tx.us
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Page Layout (Weight: 0.5)
Reviewer: ______ Instructor: ______ |
Paper is typed and a cover sheet correctly includes your name and all of the following • Name of class • Name of assignment • Grade level rules apply • Date assignment was submitted |
Paper is typed and the heading correctly includes your name and all but one of the following • Name of class • Name of assignment • Grade level rules apply • Date assignment was submitted |
Part or all of the heading is not typed. OR The heading correctly includes only your name and all but two of the following • Name of class • Name of assignment • Grade level rules apply • Date assignment was submitted |
Paper is not typed (Note – Papers that are not typed will only be scored on this attribute.) |
Rules are measurable and observable Reviewer: ______ Instructor: ______ |
Three (3) – Five (5) positively stated rules are included. And A student’s behavior can be easily observed and recorded for each of the rules |
More than five rules are included. OR One rule may not be positively stated. OR A student’s behavior can be easily observed and recorded for all but one of the rules. |
Only two positive rules are included. OR A student’s behavior can be easily observed and recorded for all but two of the rules. |
Only one positive rule is included. OR Three or more rules are based on value statements that cannot be easily observed nor measured. |
Rules are relevant and realistic for classroom use Reviewer: ______ Instructor: ______ |
Rules include a compliance rule, a talking rule, and an in class behavior rule. All rules are positively stated and apply to all students at all times. All rules are written to respect personal freedom of each student. A student can quickly comply with any rule by modifying behavior in class. |
Rules include a compliance rule, a talking rule, and an in class behavior rule. Rules apply to all students most of the time. Rules respect personal freedom of each student. OR A student can quickly comply with all but one rule by modifying behavior in class |
Rules do not address a full range of management issues in a typical classroom. OR One rule requires students to unnecessarily forfeit key freedoms. OR Two or more rules deal with expectations that are better communicated as procedures. |
Rules are narrowly focused and provide a rigid structure and require students to unnecessarily forfeit key freedoms. OR Three or more rules deal with expectations that could be better communicated as procedures. |
Icons / Self: ______ Reviewer: ______ Instructor: ______ |
Each rule has a relevant icon to help students to remember the rule. And Each rule is clear and logical. And There are no errors in spelling grammar, syntax, or capitalization that interfere with readability. |
At least two rules have a relevant icon. OR One rule may not be clear. OR There are one or two errors in grammar, syntax, capitalization, or spelling but they do not interfere with readability. |
At least one rule has a relevant icon. OR Two rules may not be clear. OR There are one or two errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
No relevant icons are used. OR The writing demonstrates a lack of control of the conventions of written English. OR There are three or more errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
Author Self: ______ Reviewer: ______ Instructor: ______ |
Each attribute of the rubric is scored and an overall score is calculated. And A completed rubric is stapled as the last page of your assignment. And You clearly and concisely explain your rationale for your score based on the rubric. |
Each attribute of the rubric is scored and an overall score is calculated. And A completed rubric is stapled as the last page of your assignment. OR All your scores are reasonable but no comments are given. |
Each attribute of the rubric is scored and an overall score is calculated. OR A completed rubric is stapled as the last page of your assignment. OR One of your rubric scores does not seem reasonable and your supporting rationale is not clear or missing. |
A self-assessment is made, but the rubric is not complete or not attached to your assignment Or Two or more of your scores do not seem reasonable and your rationale is not clear or missing. |
Student self-assessment score: ______/ 10 pts
Reviewer’s Name:____________________
Reviewer’s score: ______/ 10 pts
Instructor’s Score: ______/ 10 pts
Author’s Comments:
_________________________________________________________________________________________
_________________________________________________________________________________________
For help generating a floor plan you may use on-line resources such as those found at: http://classroom.4teachers.org/floorplan_info.htm / Smartdraw.com or
www.scholastic.com
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Page Layout Score Reviewer: ______ Instructor: ______ |
Cover sheet is typed and correctly includes your name and all of the following • Name of class • Name of assignment • Grade level of class being drawn • Date assignment was submitted |
Cover sheet is typed and the heading correctly includes your name and all but one of the following • Name of class • Name of assignment • Grade level of class being drawn • Date assignment was submitted |
Part of the cover sheet is not typed. OR The heading correctly includes only your name and all but two of the following • Name of class • Name of assignment • Grade level of class being drawn • Date assignment was submitted |
Cover sheet may or may not be attached but your name is clearly identified. |
Paper size, and Icons (Weight: 0.5) Self: ______ Reviewer: ______ Instructor: ______ |
Floor plan is centered on page an 8.5” x 11” sheet of paper with a consistent margin. And Icons are used that clearly represent the items being modeled. |
Floor plan is centered on page an 8.5” x 11” sheet of paper with a margin. And Icons are used that generally represent the items being modeled. |
Floor plan is on page an 8.5” x 11” sheet of paper with no real margins. OR Floor plan contains a variety of symbols some may be generic symbols (such as an X, 0, or ◊) to represent the items being modeled. |
Floor plan is not on an 8.5” x 11” sheet of paper. Floor plan is missing key items And/Or Floor plan contains only generic symbols (such as an X, 0, or ◊) to represent the items being modeled. |
Key elements are drawn in proportion Self: ______ Reviewer: ______ Instructor: ______ |
The classroom floor plan is drawn in proportion and all important fixtures (such as doors, windows, sinks, built-in bookcases, and, closets) are included. |
The classroom floor plan is drawn in general proportion but some important classroom fixtures (such as doors, windows, sinks, built-in bookcases, and, closets) are missing. |
The classroom floor plan includes a few elements that are clearly drawn out of proportion or are missing.
|
The classroom floor plan includes many items that are clearly drawn out of proportion or are missing. |
Level of detail Self: ______ Reviewer: ______ Instructor: ______ |
Important fixtures are labeled. And Classroom items (such as chairs, desks, bookcases, center materials, and bulletin boards) are neatly labeled and drawn in general proportion. |
Important fixtures are labeled. And Classroom items (such as chairs, desks, bookcases, center materials) are included and drawn in general proportion but all are not neatly labeled. |
Important classroom elements are included but some are not identified. OR Three or four classroom items are not drawn in proportion or are not labeled. |
Important classroom elements are missing. |
Author Self: ______ Reviewer: ______ Instructor: ______ |
Each attribute of the rubric is scored and an overall score is calculated. And A completed rubric is stapled as the last page of your assignment. And You clearly and concisely explain your rationale for your score based on the rubric. |
Each attribute of the rubric is scored and an overall score is calculated. And A completed rubric is stapled as the last page of your assignment. OR All your scores are reasonable but no comments are given. |
Each attribute of the rubric is scored and an overall score is calculated. OR A completed rubric is stapled as the last page of your assignment. OR One of your rubric scores does not seem reasonable and your supporting rationale is not clear or missing. |
A self-assessment is made, but the rubric is not complete or not attached to your assignment Or Two or more of your scores do not seem reasonable and your rationale is not clear or missing. |
Student self-assessment score: ______/ 10 pts
Reviewer’s Name:____________________
Reviewer’s score: ______/ 10 pts
Instructor’s Score: ______/ 10 pts
Author’s Comments:
_________________________________________________________________________________________
________________________________________________________________________________________
Notes: Seating Chart, Wall plan, labeling, margins (even), e-mail
Peer Assessment of Assignment 1
INTASC Standard 9: Professional Development
The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.
Course Objective (H): Facilitate the peer review process as part of a team.
Course Requirement (D): Reflective Feedback - Teacher interns self and peer assesses all homework assignments. Homework assignments are peer reviewed in class. No make ups will be allowed for missed reviews due to absence or tardiness.
Rational: Interns gain experience using rubrics and giving evaluative feedback. Interns are invited to help each other produce high quality work. The instructor provides feedback on an intern’s ability to assess and give feedback on a peer’s work.
Assignment: Student interns will score and provide peer feedback on a classmate’s homework assignment.
Evidence: Please complete the peer review section of the rubric. (Return the rubric to your peer, who will hand it in by attaching it to the Homework clipboard.) You may make comments and/or make corrections to your peer’s homework assignments. If corrections are made, the instructor will consider them when scoring. That is, your peer corrections may improve your classmate’s score.
(Please hand-in your completed Classroom Rules Peer Feedback and Classroom Floor Plan Peer Feedback by attaching it to the “Class-work” clipboard.
Reviewer’s Name:____________________ Reviewer’s Score of In-Class Assignment:_________
In-Class Assignment 2 – Directions: Please exchange papers and review a peer’s homework. As the reviewer, score each attribute and calculate a final score. Write a comment for each attribute.
Title: Classroom Rules Peer Feedback
To be completed in class by the Reviewer
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Page Layout Reviewer: ______ |
|
|||
| Comment: | ||||
Rules are measurable and observable (Weight: 0.5) Reviewer: ______ |
||||
| Comment: | ||||
Rules are relevant and realistic for classroom use Reviewer: ______ |
|
|||
| Comment: | ||||
Icons / Reviewer: ______ |
||||
| Comment: | ||||
Author Score: ____ pt(s) |
||||
| Comment: | ||||
Name of Teacher Candidate whose work is being reviewed:________________________________
Instructor’s Score of Reviewer: ______/ 5 pts Reviewer’s Name:____________________
Reviewer’s Score of In-Class Assignment:_________
Title: Classroom Floor Plan Peer Feedback
To be completed in class by the Reviewer
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Page Layout Reviewer: ______ |
|
|||
| Comment: | ||||
Paper size, and Icons Reviewer: ______ |
||||
| Comment: | ||||
Key elements are drawn in proportion (Weight: 0.5) Reviewer: ______ |
|
|||
| Comment: | ||||
Level of detail Reviewer: ______ |
||||
| Comment: | ||||
Author Score: ____ pt(s) |
||||
| Comment: | ||||
Name of Teacher Candidate whose work is being reviewed:________________________________
Instructor’s Score of Reviewer: ______/ 5 pts
Scoring
Tool
Based on New York State Academy for Teaching and Learning Outline (NYSATL)
Student Name: ____________________________ Date due: _____________
Learning Experience Title: ___________________ Date submitted: _________
Instructor’s Score: _______ / 200 Self-assessment Score: ________ / 200
Student Comments:
Mid-term / Peer Review Submission Procedures (20 points)
Copies:
__An electronic copy of LE submitted to instructor on or before the due date (2 pts)
__Eight hard copies of LE on the date of the peer review (2 pts)
__Three hard copies of the student work to be reviewed as part of the LE on the date of the peer review (2 pts)
__Two hard copies of LE submitted to instructor on or before the date of your peer review (2 pts)
Learning Experience Checklist:
__ Completed mid-term LE Checklist cover sheet (2 pts)
__ Self-assessment score is completed for each section (2 pts)
Learning Experience Template:
__ Completed Learning Experience Template cover sheet – with mid-term clearly indicated (2 pts)
__ Overall readability/organization of Learning Experience (2 pts)
__ All pages in the body of the LE are numbered using a footer (2 pts)
__ Pages of LE are stapled - Attachments may be clipped (2 pts)
Section Total: __________/20 Self-assessment Section Total: __________/20
Please use precise language, avoid terms like a few and a couple, and write in the present tense.
Instructor’s Comments:
(1) Learning Context (25 points)
__ Statement of purpose/rationale for Learning Experience (2 pts)
__ Enduring Understanding(s) is/are identified (2 pts)
__ Essential and Guiding Questions for the students are identified (2 pts)
Congruency Table
__ States and links table sections across the Congruency Table (4 pts)
__ NYS Standards/Performance Indicators stated and coded verbatim from State documents (2 pts)
__ Instructional Tasks in student language, mode of instruction identified (i.e. small group) (2 pts)
__ Learning Objectives measurable/observable (2 pts)
__ Student Work product or performance title is given (2 pts)
__ Assessment Tools titles and attributes are stated (2 pts)
__Overview of what students needs to know and/or be able to do in order to be successful prior to,
during, and after the implementation of the LE. (2 pts)
Note: Include classroom rules and procedures located in appendices.
__ Definitions of key subject-specific vocabulary necessary for interpretation/implementation (2 pts)
__ Writing Mechanics (1 pt)
Section Total: ______/ 25 Self-assessment Section Total: ______/25
(2) Assessment Plan (20 points)
Tools
__ Explains how a diagnostic (pre-assessment) tool is used to assess students’ prior knowledge (2 pts)
__ Explains how formative (during learning) and summative assessment (at conclusion of learning)
tools are used (2 pts)
__ Explains the scoring rubric’s alignment to NYS Standards and Performance Indicators (3 pts)
__ Explains how Scoring Rubric is used in the context of other semester grades (2 pts)
__ Addresses student role in the assessment process (2 pts)
Rubric
__ Includes a blank high quality scoring rubric in the Assessment section. (2 pts)
__ A student friendly rubric/checklist is provided if necessary. (1 pt)
Rubric includes:
__ Title (1 pt)
__ Language of Standards/Performance Indicators being assessed (3 pts)
__ Place for comments (1 pt)
Note: Using consecutive numbers and having an even number of performance levels (4,3,2,1)
makes the rubric more valid and reliable.
__ Writing Mechanics (1 pt)
Section Total: __________/20 Self-assessment Section Total: _______/20
(3) Student Work (25 points)
Note: All student work located in appendix. If the student work is difficult to read/recognize, please retype/redraw the student work and include the actual student sample.
__ Grade level and general ability of students involved is clearly stated (4 pts)
__ Includes graphic summary of pre/post class scores (i.e. histogram) with comments (5 pts)
__ Includes graphic summary displaying levels of student achievement at the Distinguished,
Proficient, and Developing levels (5 pts)
__ States conclusions based on Distinguished, Proficient, and Developing student work (10 pts)
__ Writing Mechanics (1 pt)
Section Total: __________/25 Self-assessment Section Total: _________/25
(4) Procedure (20 points)
Teacher shows clear evidence of providing the following:
__ Includes an Anticipatory Set(s) (2 pts)
__ Includes a diagnostic assessment (1 pt)
Clearly identifies scaffolding phases during the learning:
__ Modeling (2 pts)
__ Guided Practice (2 pts)
__ Independent Practice (2 pts)
__ Closure (2 pts)
__ Includes an independent summative assessment - (2 pts)
__ Explains what the students do individually, and in small or large groups (2 pts)
__ Addresses how technology is being used (2 pts)
__ Use student centered language and write in the present tense (2 pts)
__ Writing Mechanics (1 pt)
Section Total: __________/20 Self-assessment Section Total: ________20
(5) Resources (10 points)
__ Research references are cited (2 pts)
__ Two web sites and/or two works of (children’s) literature are referenced (2 pts)
__ List of Notes/ Photos/Blank Handouts used as formative/summative assessments which are located
in the Appendices - Commercially made and S elf M ade T eaching A ids (SMTA) (3 pts)
__ Classroom supplies unique to this LE are listed (2 pts)
__ Writing Mechanics (1 pt)
Section Total: ________/10 Self-assessment Section Total: ________/10
(6) Modification Table (15 points)
__ Modification table has a title and an introduction (5 pts)
Modification Type: |
Specific Modification |
Rationale |
Benefits |
Environmental/Management |
_____ (1 pt) |
_____ (1 pt) |
_____ (1 pt) |
Instructional |
_____ (1 pt) |
_____ (1 pt) |
_____ (1 pt) |
Material |
_____ (1 pt) |
_____ (1 pt) |
_____ (1 pt) |
Tasks |
_____ (1 pt) |
_____ (1 pt) |
_____ (1 pt) |
__ Writing Mechanics (1 pt)
Section Total: ________/15 Self-assessment Section Total: ________/15
(7) Time Required (10 points)
Time requirements are addressed for:
__ Planning (2 pts)
__ Implementation - including length of classes (2 pts)
__ Assessment (per student) (2 pts)
__ Schedule or Unit plan (3 pts)
__ Writing Mechanics (1 pt)
Section Total: _______/10 Self-assessment Section Total: _______/10
(8) Reflection (25 points)
__ Why did you develop this Learning Experience? (5 pts)
__ Did you meet your teaching objectives? (5 pts)
__ Did the students meet the learning objectives (performance indicators)? (5 pts)
__ How does this Learning Experience prepare students for life outside of school? (5 pts)
__ Includes a quote from a student within your cooperating teacher’s classroom (4 pts)
__ Writing Mechanics (1 pt)
(9) Appendices: (30 points)
Please use color dividers/tabs between sections
___ A sample letter home about the experience (2 pts)
___ Classroom floor plan (2 pts)
___ Classroom rules and procedures (2 pts)
___ Copies of Notes/ Photos/Blank Handouts used as formative/summative assessments:
Commercially made and S elf M ade T eaching A ids (SMTA) (2 pts)
___ Revised blank rubric (0 pts)
___ Teacher Exemplar of all assessment tools that model the Distinguished level expectation (2 pts)
Student Work Samples
___Submit samples of student work representing each of the following levels of accomplishment:
Distinguished, Proficient, and Developing Separate levels with dividers/tabs. (15 pts)
__ Learning Experience power – Power Rubric attached and completed (5 pts)
Section Total: ________/30 Self-assessment Section Total: ________/30
*Optional attachments:
Points will not be deducted for not including the following:
(Points may be awarded for including the following:)
- Comments to Instructor
- Design Tools:
Notes: Your instructor will not analytically score your learning experience if you have not completed your self-evaluation. I will make comments and holistically score your learning experience.
At the instructor’s discretion, your mid-term learning experience score (out of 200 points) maybe replaced with half of your final learning experience score (out of 400 points). This will only be considered when your percentage score on the final is higher than the percentage score on your mid-term learning experience. That is to say, the instructor will only implement this grading option to increase your final score. The instructor will only consider this assessment modification if the student has participated in the mid-term peer review process (all aspects) and submitted a learning experience.
Assessment Rubric for: Learning Experience Power
| Relation to the Standards | ||||
| Alignment with and Support of State Standards | 4 |
3 |
2 |
1 |
| Explicit Standards and Scoring Criteria | 4 |
3 |
2 |
1 |
| Essential Questions | 4 |
3 |
2 |
1 |
| Intellectual Challenge | ||||
| Rationale | 4 |
3 |
2 |
1 |
| Learning Experience Description and Focus | 4 |
3 |
2 |
1 |
| Developmental Appropriateness |
4 |
3 |
2 |
1 |
| Integrative Across Content Areas |
4 |
3 |
2 |
1 |
| Authentic Inquiry | 4 |
3 |
2 |
1 |
| Levels of Thinking | 4 |
3 |
2 |
1 |
| Involvement of Metacognition/ Reflections |
4 |
3 |
2 |
1 |
| Assessment | ||||
| Meaning to Students | 4 |
3 |
2 |
1 |
| Elaborate Communication | 4 |
3 |
2 |
1 |
| Timing and Flexibility of Assessment | 4 |
3 |
2 |
1 |
| Curriculum-Embeddedness | 4 |
3 |
2 |
1 |
| Contextualized, Complete, and Reality-Based | 4 |
3 |
2 |
1 |
| Integration of Subjects/Content areas | 4 |
3 |
2 |
1 |
| Ongoing Feedback and Revision | 4 |
3 |
2 |
1 |
| Engagement | ||||
| Real Audience and Purpose |
4 |
3 |
2 |
1 |
| Involvement of Individual and Group | 4 |
3 |
2 |
1 |
| Authenticity and Congruence of the Curriculum and Assessments. | 4 |
3 |
2 |
1 |
| Forms and quality of Integration | 4 |
3 |
2 |
1 |
| Adaptability | ||||
| Flexibility in Content, the Use of Learning Strategies, and the Demonstration of Student Achievement | 4 |
3 |
2 |
1 |
| Flexibility in Time | 4 |
3 |
2 |
1 |
| Learning Styles/Multiple Intelligences and Types of Learning Environments | 4 |
3 |
2 |
1 |
| Academic Rigor and Supporting Resources | 4 |
3 |
2 |
1 |
| Technology Integration | ||||
| Involvement of Appropriate Uses of Technologies |
4 |
3 |
2 |
1 |
Note this is an abbreviated form of the eight-page document complete with a description of each level of performance.
Notation:
4: A central element that is fully developed and seamlessly integrated through out all aspects of this learning experience
3: An important element that is beginning to be developed and integrated into this learning experience and shows promise that it can be further developed without major changes to the learning experience
2: A supporting element that has been included and although it has not been developed it has the potential for further development and integration.
1: An element that is missing or superficially included.
Please use to assist you in giving feedback and planning your Learning Experience
Reference: Giselle O. Martin-Kniep, Ph.D.
Assessment Rubric for: Learning Experience Power
Relation to the Standards |
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| ATTRIBUTE | 4 |
3 |
2 |
1 |
| Alignment with and Support of State Standards | The alignment with Standards is clear and explicit throughout the learning experience. The learning opportunities and assessments are directly related and clearly supportive of students’ attainment of the Standards. |
The alignment with Standards is clear and explicit but is not embedded in the learning opportunities for students. The learning opportunities and assessments are directly related to the Standards. |
The alignment with Standards is not explicit but can be inferred. The learning opportunities and assessments are partially related to the Standards. |
The alignment with Standards is contrived or difficult to determine. The learning opportunities and assessments appear to be unrelated to the Standards. |
| Explicit Standards and Scoring Criteria | The Standards of performance for the assessment tasks are clear to everyone. They were jointly identified and articulated by teacher and students in rubrics that effectively distinguish between levels of performance and guide students in evaluating their work and setting goals for improvement. They are supported with exemplars and anchors that show students what various levels of performance look like. |
The Standards of performance for the assessment tasks are clear to everyone. The teacher identified and articulated them in rubrics. The descriptions effectively distinguish between levels of performance and guide students in evaluating their work and setting goals for improvement. There are exemplars that show students what quality work looks like. |
The Standards of performance for the assessment have been partially identified for the students. The descriptions identify criteria, but do not distinguish between levels of performance. There are exemplars that show students what quality work looks like. |
The students do not know what the performance standards are and do not have models that serve to show what quality work looks like. |
| Essential Questions | Essential questions are compelling and provide the central focus that drives students’ inquiry of the theme, problem, issue, etc., throughout the learning experience. They are clearly related and supportive of the State Standards. |
Essential questions are significant, open-ended and linked to the theme, issue, etc., as well as the Standards, but they are not consistently addressed throughout the learning experience. |
Essential questions are clear and open-ended but not significant. Their linkage to the theme, issue, etc., as well as to the Standards is not explicit but it can be inferred. |
Essential questions are unclear or poorly stated. They are divorced from theme, issue, problem, or question, and unrelated to the State Standards. |
Intellectual Challenge |
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| ATTRIBUTE | 4 |
3 |
2 |
1 |
| Rationale | The rationale is eloquent and substantive. It addresses the specific knowledge, skills and dispositions students will acquire in ways that students would perceive as meaningful. |
The rationale is clear and relevant in terms of justifying content and skills. |
The developmental appropriateness of the issue or the material is questionable. |
The rationale for the unit is not sufficiently developed. It is also unclear or trivial. |
| Learning Experience Description and Focus | Describes and justifies the theme, concept, problem or issue in ways that show how each of the learning experience components are supported and driven by the central theme, issue, etc. The description of the unit includes extensive information about grade level, subject, time and resource demands imposed by the learning experience. It is clear, concise, yet focused and thorough. |
Provides clear information about grade level, subject, and demands of the learning experience. Clearly states, describes and justifies the theme, concept, issue or problem but does not provide a full or coherent picture of how the unit components address the central theme, issue, etc. The description of the learning experience is focused and developed. |
Identifies grade level, subject, and demands of the learning experience. States the title and briefly describes the theme, concept, issue or problem. The description and focus on the learning experience are stated but not fully developed. |
The learning experience is developmentally appropriate. |
| Developmental Appropriateness |
The learning experience is developmentally appropriate and effectively builds upon prior knowledge and skills. |
The learning experience is developmentally appropriate. |
The learning experience is developmentally appropriate. Either the focus of the learning experience or the materials and activities used are not developmentally appropriate. |
The developmental appropriateness of the issue or the material is questionable. |
| Integrative Across Content Areas |
The activity requires students to build upon prior knowledge and apply knowledge and skills from two or more related content areas. . |
The activity requires students to build upon prior knowledge and apply knowledge and skills from two or more related content areas. The activity is somewhat contrived. | The activity requires students to build upon prior knowledge within a content area and to apply one or more skills. | The activity measures students’ ability to use a specific skill in a specific content area |
| Authentic Inquiry | The learning experience demands students to search for in-depth understanding by utilizing resources available from the community at business, cultural institutions, and government agencies. |
The learning experience demands students to search for in-depth understanding by utilizing available resources in the community. | The learning experience demands some investigation and research on the part of the student, mostly of a fact-finding nature. | The learning experience demands no investigation or research on the part of the student. |
| Levels of Thinking | The learning experience integrates the use of basic and higher levels of thinking through learning experiences that naturally call for a combination of skills and forms of knowledge. |
The learning experience addresses all levels of thinking in a sequential fashion, moving from basic to higher order thinking. | The learning experience focuses primarily on recall, comprehension and factual knowledge acquisition, although it includes one or more questions or activities that require higher order thinking. | The learning experience focuses exclusively on recall, comprehension and basic application of knowledge and skills. |
Involvement of |
The learning experience includes measures that guide student reflection on both products and processes that may take the form of specific questions, checklist, or rubrics. |
The learning experience includes measures that guide student reflection on the final product that may take the form of specific questions, checklists, or rubrics. | The learning experience includes measures that ask students to reflect, but questions, checklists, or rubrics are only peripherally related to the learning experience. | The teacher is the only person who reflects on the products and process of the learning experience. |
Assessment |
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| ATTRIBUTE | 4 |
3 |
2 |
1 |
| Meaning to Students | The assessment allows students to clearly see the test/task as worthy of their time and effort and is sensitive to their individual and cultural needs. |
Students can infer the meaningfulness of the assessment. The assessment attends to diversity in general terms. |
The assessment is peripheral to students’ lives and does not make reference to the diversity of students’ needs and cultures. |
The assessment is unrelated to most students’ lives, interests, needs and cultural backgrounds. |
| Elaborate Communication | The assessment requires an elaborate response of both knowledge/skills gained and process. This communication is provided through written, artistic, oral performances, exhibitions, and/or opportunities for student to teach. |
The assessment requires students to communicate knowledge/skills acquired through written, artistic, and or oral performances. |
The assessment requires some verbal/written communication on the part of the student. This communication is limited to short test answers or question-based oral responses. |
The assessment requires minimal response from students limited to answers to multiple choice, true false questions, or yes/no responses. |
| Timing and Flexibility of Assessment |
The learning experience is formally assessed from beginning to end in ways that measure and support student learning as well as inform teaching. It allows for a wide range of teacher-and student-negotiated student choice of what to learn, and where appropriate, how to demonstrate such learning. The time allotted for students to learn and demonstrate learning is individualized and linked to the different learning and assessment demands. |
The learning experience includes discrete diagnostic, formative and summative assessments. It provides students with a wide range of teacher predetermined choices for students in terms of what to learn or how to demonstrate their learning. The time allotted for students to learn and demonstrate learning is fixed. |
The learning experience includes diagnostic as well as summative (end-of-unit) assessments. The diagnostic assessment is not used as a supplement or support for the summative evaluation. The learning experience provides for teacher pre-determined and limited student choice in terms of what to learn and how to show learning within fixed time constraints. |
Formal assessment is limited to end-of-unit is fixed activities. The learning experience is fixed. There is no choice of what or how to learn. |
| Curriculum-Embeddedness | The assessment is derived from authentic curriculum-embedded learning opportunities that measure and support learning. It is so interwoven with the curriculum that the assessment itself becomes a valuable learning experience for everyone involved. . |
The assessment is linked to the curriculum in ways that support and measure student learning. It is possible for everyone to tell where the curriculum ends and the assessment begins. | The assessment is appended to the curriculum. Only some aspects of the curriculum are measured. | The assessment is unrelated to the curriculum. It does not measure student learning from the curriculum taught |
| Contextualized, Complete, and Reality-Based | The assessment is derived from plausible or real situations that require students to engage with entire problems/situation faced by people and professionals such as writers, scientists, museum curators, historian, and technicians. | The assessment is derived from a plausible situation that could be real with minor changes. It requires students to engage with complex problems/situations although not necessarily from beginning to end. | The assessment is derived from one or more plausible elements of a situation that resemble some aspects of reality and require students to engage with only part of a problem/situation. | The assessment is derived from a situation that is contrived and has little connection with reality outside of school. It requires students to solve a part of a problem which is unconnected to a whole |
| Integration of Subjects/Content areas | The assessment requires students to build upon prior knowledge and apply knowledge and skills from two or more naturally-related content areas in ways that enhance each area. | The assessment requires students to build upon prior knowledge and apply knowledge and skills from two or more content areas that are not ordinarily connected in real life, but that support the assessment activity. | The assessment asks students to build upon prior knowledge using two or more content areas which are not intrinsically related to the assessment’s original purpose. | The assessment measures students’ ability to use a specific skill in a specific content area. |
Ongoing Feedback and Revision |
The assessment includes measures that provide elaborate and specific feedback throughout the process from both the teacher and peers. It includes measures that encourage students to revise in order to produce quality work and or reach desired standards. |
The assessment includes measures that provide specific feedback throughout from the teacher. It includes measures that encourage students to revise. | The assessment includes measures that provide specific feedback from the teacher after the assignment is completed. Revision is allowed but not encouraged. | Feedback on student performance is very general or ambiguous and given after the assessment is completed. |
Engagement |
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| ATTRIBUTE | 4 |
3 |
2 |
1 |
| Real Audience and Purpose |
The learning experience requires students to work for a real audience and purpose so that they can experience the benefits and consequences of their work. |
The learning experience has a real purpose and could have real consequences for students, but needs a real audience from outside of the classroom so that students can experience the benefits and consequences of their work. |
The purpose of the learning experience is vague or only school related. There are no real consequences beyond the classroom. The audience consists of teachers and / or peers. |
The teacher is the only audience and the purpose of the learning experience is to measure / test. The consequences are grades. |
| Involvement of Individual and Group | Students work both individually and in collaborative groups to design, implement and evaluate work products and performances. |
Students interact with peers to share ideas and give feedback during all phases of the project. |
Students interact with peers to evaluate their products. |
Students work individually, without interaction with peers at any point during the assessment. |
| Authenticity and Congruence of the Curriculum and Assessments. | The learning experience requires that students to engage in real life problems and demonstrate such learning to audiences that could benefit from such learning. The assessment is derived from curriculum-embedded learning opportunities that measure and support student learning. The curriculum and assessment activities are so intertwined that it is difficult to differentiate the curriculum from the assessment. |
The learning experience includes learning opportunities that involve students in plausible or realistic problems/tasks but the assessments do not fully address such learning. The assessment is linked to the curriculum in ways that support and measure student learning. It is possible for everyone to tell where the curriculum ends and the assessment begins. |
The learning experience includes learning opportunities that involve students in plausible or realistic problems/tasks but the assessments do not address such learning. The assessment is appended to the curriculum. Only some aspects of the curriculum are measured. |
The learning opportunities and assessments are contrived and divorced from real-life problems and audiences. The assessments are unrelated to the curriculum learning experience and do measure student learning from the curriculum taught. |
| Forms and quality of Integration | The learning experience requires students to use and integrate knowledge and skills among a variety of naturally related areas in ways that enhance each content area. It explicitly draws upon students’ interests’ backgrounds, cultures and experiences as a foundation for its study. |
The learning experience requires students to use knowledge and skills in ways that integrate or connect naturally related subject areas. It allows students to derive personal meaning from the material presented. | The learning experience requires students to use knowledge and skills from two different content areas which are not naturally related to one another. It forces contrived connections between students’ own experiences and the material presented. | The learning experience requires students to acquire knowledge and skills within a single content area. It is presented in ways that prevent students from making meaningful connections between their experiences and the material. |
Adaptability |
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| ATTRIBUTE | 4 |
3 |
2 |
1 |
| Flexibility in Content, the Use of Learning Strategies, and the Demonstration of Student Achievement | The learning experience allows student choice of content or strategies for producing the work and/ or demonstrating achievement. Time allotment is also flexible to allow for individual differences. |
The learning experience allows students choice of content or some choice of strategies for producing the work and/ or demonstrating achievement. Time allotment is flexible to allow for individual differences. |
The learning experience allows students limited choice of content. It could be improved by providing students fuller choice of topic, or by allowing students choice of strategies for producing work and/or demonstrating achievement. Time allotment is fixed. |
All students must work with the same material using the same strategies in a fixed time period. |
| Flexibility in Time | Time allotment is flexible to allow for differences among the products/performances selected and to accommodate for individual differences. |
Time allotment is somewhat elastic for different students but it is not tied to the actual assessment demands. |
Time allotment may be flexible in terms of content or strategies but it is fixed with regard to the deadline for the product. |
Time is fixed in terms of content, strategies, and deadlines for developing a product. |
| Learning Styles/Multiple Intelligences and Types of Learning Environments | The learning opportunities and assessments allow for students to draw upon their preferred learning style/intelligence. The unit maximizes upon the use of individual, cooperative, and competitive learning. There are individual and group accountability and interdependence. |
The learning experience includes learning opportunities and assessments that support several learning styles/intelligence. The unit calls for students to learn individually and in groups, although the learning from each of these forms is not maximized or linked in ways that fully support learning. |
The learning experience includes learning opportunities that provide for a limited range of learning styles, intelligence, although the assessment supports a single style of learning. The unit addresses two or more forms of learning but these are unconnected in meaningful ways. |
The learning experience is geared towards a single learning style/intelligence. The unit uses either cooperative, individual or competitive learning. |
| Academic Rigor and Supporting Resources | The learning experience requires students to engage in a thorough exploration of a theme, problem issue, or question, by emulating professionals in the area in question. Resources are substantive, up-to-date, and span a wide range of forms and media. They directly support the unit by fostering an exploration of multiple perspectives related to the learning experience’s focus. |
The learning experience enables student to develop an understanding and use of knowledge and skills acquired related to a theme, problem issue. Resources used are substantive and varied in form and focus. They are directly related to the learning experience’s focus. | The learning experience enables students to develop a basic understanding of a concept, problem and/or skills. Resources used are limited in scope and depth although they are relevant to the learning experience. There is an over-reliance on the same kind of resource. | The learning experience lacks rigor. It aims at enabling students to recall isolated, concepts, skills and/or facts. Resources used are incomplete or questionable. They are not substantive or intrinsically related to the learning experience’s focus. |
Technology Integration |
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| ATTRIBUTE | 4 |
3 |
2 |
1 |
| Involvement of Appropriate Uses of Technologies |
The learning experience provides opportunities for students to collect, analyze, and present information through a wide variety of educational technologies. |
The learning experience provides opportunities for students to collect, analyze and present information through a selected set of educational technologies. |
The learning experience provides opportunities for student to collect, analyze or present information through a limited number of educational technologies. |
The learning experience is not enhanced through the use of educational technologies. Reference: Giselle O. Martin-Kniep, Ph.D. Learner-Centered Initiatives, Ltd. |
Please Complete and hand in with Assignment 2, and both your Mid-term and Final copies of your Learning Experience.
Reference: Giselle O. Martin-Kniep, Ph.D.
Assessment Rubric for: Learning Experience Power
| Relation to the Standards | ||||
| Alignment with and Support of State Standards | 4 |
3 |
2 |
1 |
| Explicit Standards and Scoring Criteria | 4 |
3 |
2 |
1 |
| Essential Questions | 4 |
3 |
2 |
1 |
| Intellectual Challenge | ||||
| Rationale | 4 |
3 |
2 |
1 |
| Learning Experience Description and Focus | 4 |
3 |
2 |
1 |
| Developmental Appropriateness |
4 |
3 |
2 |
1 |
| Integrative Across Content Areas |
4 |
3 |
2 |
1 |
| Authentic Inquiry | 4 |
3 |
2 |
1 |
| Levels of Thinking | 4 |
3 |
2 |
1 |
| Involvement of Metacognition/ Reflections |
4 |
3 |
2 |
1 |
| Assessment | ||||
| Meaning to Students | 4 |
3 |
2 |
1 |
| Elaborate Communication | 4 |
3 |
2 |
1 |
| Timing and Flexibility of Assessment | 4 |
3 |
2 |
1 |
| Curriculum-Embeddedness | 4 |
3 |
2 |
1 |
| Contextualized, Complete, and Reality-Based | 4 |
3 |
2 |
1 |
| Integration of Subjects/Content areas | 4 |
3 |
2 |
1 |
| Ongoing Feedback and Revision | 4 |
3 |
2 |
1 |
| Engagement | ||||
| Real Audience and Purpose |
4 |
3 |
2 |
1 |
| Involvement of Individual and Group | 4 |
3 |
2 |
1 |
| Authenticity and Congruence of the Curriculum and Assessments. | 4 |
3 |
2 |
1 |
| Forms and quality of Integration | 4 |
3 |
2 |
1 |
| Adaptability | ||||
| Flexibility in Content, the Use of Learning Strategies, and the Demonstration of Student Achievement | 4 |
3 |
2 |
1 |
| Flexibility in Time | 4 |
3 |
2 |
1 |
| Learning Styles/Multiple Intelligences and Types of Learning Environments | 4 |
3 |
2 |
1 |
| Academic Rigor and Supporting Resources | 4 |
3 |
2 |
1 |
| Technology Integration | ||||
| Involvement of Appropriate Uses of Technologies |
4 |
3 |
2 |
1 |
Note this is an abbreviated form of the eight-page document complete with a description of each level of performance.
Notation:
4: A central element that is fully developed and seamlessly integrated through out all aspects of this learning experience
3: An important element that is beginning to be developed and integrated into this learning experience and shows promise that it can be further developed without major changes to the learning experience
2: A supporting element that has been included and although it has not been developed it has the potential for further development and integration.
1: An element that is missing or superficially included.
Reference: Giselle O. Martin-Kniep, Ph.D.
A Paper Review of a Learning Experience
INTASC Standard 9: Professional Development
The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.
Course Objective (G): Participate in the New York State Academy for Teaching and Learning Peer Review Process.
Course Requirement (D): Each student interns writes facilitation comments for a learning experience created by a student who completed the course in a previous semester.
Rational: Interns review and provide warm and cool feedback for an exemplar learning experience that follows the same format as the intern’s mid-term and final course requirements. Interns are introduced to the Criteria for Review Reporting Form and key assessment tools are presented and used.
Assignment: Complete a Criteria for Review Reporting Form, for a learning experience created by a student from previous semester. Please use the Mid-term Checklist and the Abbreviated Power Rubric when formulating your warm and cool comments.
Evidence: A completed Criteria for Review Reporting Form attached to a Learning Experience Feedback Rubric with the self-assessment section completed.
(Please allow a classmate to review your homework assignment. After the review, hand-in your completed assignment, by attaching it to the Homework clipboard.)
(Note: Please bring your NYS Standards book to our next class)
Please provide feedback for a learning experience and use this rubric to score your work.
Learning Experience Feedback Rubric
Technology Integration |
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| ATTRIBUTE | Level 4 |
Level 3 |
Level 2 |
Level 1 |
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Page Layout Score Self: ______ Reviewer: ______ Instructor: ______ |
Paper is typed and formatted with one column for warm and another for cool comments. A cover sheet correctly includes all of the following • Your name • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
Paper is typed and formatted with one column for warm and another for cool comments. The heading correctly includes your name and all but one of the following • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
Heading is not typed or is not formatted correctly. Heading correctly includes your name and all but two of the following • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
Paper is not typed or paper is not formatted correctly. Heading correctly includes your name but is missing three or more of the following • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
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Relevant and specific
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At least two comments address significant design aspects that are substantiated by supporting evidence from the learning experience for each of the following topics;
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At least two comments are supported by evidence from the learning experience for each of the following topics; | At least one comment is supported by evidence from the learning experience for each of the following topics; | At least one comment is made, but little if any supporting evidence is provided from the learning experience for each of the following topics |
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Writing Mechanics Reviewer: ______ Instructor: ______ |
Complete well constructed sentences are used to clearly convey meaning. There are no errors in grammar, syntax, or capitalization that interfere with readability. Any misspellings are trivial. |
The writing demonstrates partial control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling but they do not interfere with readability. |
The writing demonstrates minimal control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
The writing demonstrates a lack of control of the conventions of written English. There are three or more errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
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Balance |
Overall the feedback leaves the presenter encouraged with both meaningful warm and cool comments. |
Overall the feedback leaves the presenter satisfied with both warm and cool comments. |
Either warm or cool comments are only addressed superficially. |
Either warm or cool comments are not included. |
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Power Rubric Reviewer: ______ Instructor: ______ |
A Power Rubric is stapled to the review. The completed Power Rubric is aligned to the reviewer’s comments and correctly identifies all of the strengths and weakness of the learning experience. |
A Power Rubric is stapled to the review. The completed Power Rubric identifies some of the strengths and weakness of the learning experience identified by the review’s comments. |
A Power Rubric is stapled to the review. The completed Power Rubric is superficially completed and has little or no connection to the reviewer’s comments and or the learning experience. |
A Power Rubric is not stapled to the review OR The Power Rubric is not completed. |
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Self-Assessment Reviewer: ______ Instructor: ______ (Out of 1 point) |
Each attribute of this rubric is scored and an overall score is calculated. And A completed rubric is stapled as the last page of your assignment. And You clearly and concisely explain your rational for your score. |
Each attribute of this rubric is scored and an overall score is calculated. And A completed rubric is stapled as the last page of your assignment. OR Your rational for your score is not clear. |
Each attribute of this rubric is scored and an overall score is calculated. OR A completed rubric is stapled as the last page of your assignment. OR Your rational for your score is not clear. |
A self-assessment is made, but this rubric is not complete OR A rubric is not attached to your assignment Or No comments are given. |
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(Note: One point bonus is built in – as it is your first NYSATL feedback assignment)
Student self-assessment score: ______/ 11 pts
Reviewer’s Name:____________________ Reviewer’s score: ______/ 11 pts
Instructor’s Score: ______/ 11 pts
Author’s Comments: ________________________________________________________________________________________
________________________________________________________________________________________
Peer Assessment of Homework Assignment 2: Learning Experience Feedback
INTASC Standard 9: Professional Development
The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.
Course Objective (H): Facilitate the peer review process as part of a team.
Course Requirement (D): Reflective Feedback - Teacher interns self and peer assesses all homework assignments. Homework assignments are peer reviewed in class. No make ups will be allowed for missed reviews due to absence or tardiness.
Rational: Interns gain experience using assessment tools and giving evaluative feedback. Interns are invited to help each other produce high quality work. The instructor provides feedback on an intern’s ability to assess and give feedback on a peer’s work.
Assignment: Student interns will score and provide peer feedback on a classmate’s homework assignment.
Evidence: Please complete the peer review section of the rubric. (Return the rubric to your peer, who will hand it in by attaching it to the Homework clipboard.) You may make comments and/or make corrections to your peer’s homework assignments. If corrections are made, the instructor will consider them when scoring. That is, your peer corrections may improve your classmate’s score.
(Please hand-in your completed Learning Experience Peer Feedback form by attaching it to the Classwork clipboard.)
Reviewer’s Name:____________________ Review’s Score of In-Class Assignment:_________
In-Class Assignment 3 – Directions: Please exchange papers and review a peer’s homework. As the reviewer, score each attribute and calculate a final score. Write a comment in the appropriate level box for each attribute.
To be completed in class by the reviewer
Feedback Rubric
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Page Layout Reviewer: ______ |
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| Comment: | ||||
Relevant and specific (Weight: 1.5) Reviewer: ______ |
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Comment:
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Relation to the Standards /1point |
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| Comment: | ||||
Inntellectual Challenge /1point |
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| Comment: | ||||
Assessment Plan /1point |
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| Comment: | ||||
Engagement /1point |
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| Comment: | ||||
Adaptability /1point |
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| Comment: | ||||
Technology Integration /1point |
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| Comments: | ||||
Writing Mechanics (Weight: 0.25) Score: Reviewer: ______ (Out of 1 point) |
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| Comments: | ||||
Balance (Weight: 0.25) Score Reviewer: ______ (Out of 1 point) |
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| Comments: | ||||
Power Rubric (Weight: 0.25) Score Reviewer: ______ (Out of 1 point) |
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| Comments: | ||||
Self-Assessment Weight: 0.25) Score Reviewer: ______ (Out of 1 point) |
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| Comments: | ||||
Name of Teacher Candidate whose work is being reviewed:________________________________
Instructor’s Score of Reviewer: ______/ 5 pts
Congruency Table
INTASC Standard 1: Knowledge of Subject Matter
The candidate understands the central concepts, tools of inquiry, and structure of the discipline he or she teachers and can create learning experiences that make these aspects of subject matter meaningful to students.
Course Objective (D): Document the alignment among curriculum, instruction, and assessment to learning standards.
Course Requirement (B): Based on a lesson that the student intern has taught or is planning to teach as part of student teaching, the intern identifies a performance indicator from the NYS Learning standards and aligns it with: 1) student task(s), 2) learning objective(s), 3) student outcome(s), and 4) assessment tool(s) to demonstrate the structure of a standards based lessons.
Rational: A congruency table serves as an outline for writing and reviewing a learning experience. Developing a congruency table provides the intern with a plan of action for writing the rest of the learning experience.
Assignment: Construct a congruency table that documents the alignment among NYS learning standards, your instructional strategies, and your assessment tools for a learning experience that you have or will teach as part of your internship.
Evidence: A completed Congruency Table attached to a Congruency Table Rubric with the self-assessment section completed.
(Please allow a classmate to review your homework assignment. After the review, hand-in your completed assignment, by attaching it to the Homework clipboard.)
Homework Assignment 3: Congruency Table (10 points)
Please self-assess your work using this rubric by recording your overall score and comments on
the last page of the rubric.
Congruency Table Rubric
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Page Layout Score Self: ______ Reviewer: ______ Instructor: ______
|
Paper is typed and formatted with five columns. A cover sheet correctly includes your name and ALL of the following: |
Paper is typed and formatted with five columns. A cover sheet correctly includes your name and all but one of the following: |
Paper is not typed OR is not formatted with five columns. A cover sheet correctly includes your name and two or fewer of the following: |
Paper is not typed AND is not formatted with five columns. A cover sheet correctly includes your name and two or fewer of the following: |
NYS Standards Citation Note: Applies to NYS Standards Score Self: ______ Reviewer: ______ Instructor: ______ |
NYS Standards citation correctly states ALL of the following to allow for quick location and identification of performance indicators being assessed in the learning experience: • Standards Document Title • Standard • Other division title (such as Content, Process, Competency, Area of Study, Strand, etc.) • Key Idea (or Band for Math) • Level • Grade level • Focus and/or sublevel if needed |
NYS Standards citation correctly states ALL but one of the following to allow for quick location and identification of performance indicators being assessed in the learning experience: • Standards Document Title • Standard • Other division title (such as Content, Process, Competency, Area of Study, Strand, etc.) • Key Idea (or Band for Math) • Level • Grade level • Focus and/or sublevel if needed |
NYS Standards citation correctly states ALL but two of the following to allow for quick location and identification of performance indicators being assessed in the learning experience: • Standards Document Title • Standard • Other division title (such as Content, Process, Competency, Area of Study, Strand, etc.) • Key Idea (or Band for Math) • Level • Grade level • Focus and/or sublevel if needed |
Due to multiple errors or lack of information it is difficult to locate the referenced NYS Standards citations that will lead to the location and identification of the performance indicators being assessed in the learning experience. |
Performance Indicator
Reviewer: ______ Instructor: ______ |
Performance indicator is written out exactly as it appears in the standards document making it easy to locate in the NYS Standards document. |
Performance indicator is paraphrased OR has minor typographical errors making locating the performance indicator in the NYS Standards document possible, but requiring some guessing on the part of the reader. |
Performance indicator is paraphrased AND has minor typographical errors that make it difficult to locate in the Standards document. |
Performance indicator is not referenced correctly and cannot be located in the Standards document. |
Table Layout
Reviewer: ______ Instructor: ______ |
Performance indicator(s) referenced can be followed across the other four columns with ease when reading the related information across the table. |
Performance indicator(s) referenced can be followed across the other four columns with minimal effort to read the related information across the table. |
Table rows are not used correctly making it difficult for reader to follow the performance indicator and related information across the table. |
Table rows are not used therefore the reader cannot make sense of the information in the table. |
Instructional Task
Reviewer: ______ Instructor: ______ |
Task is clearly explained in student friendly language. The mode of instruction is identified. |
Task is stated in terms that will require additional explanation for an understanding of what students will do. Mode of instruction is identified. |
Task is stated in terms that will require additional explanation for an understanding of what students will do. Mode of instruction is not identified. |
There is not enough information to identify task and mode of instruction. |
Learning Objectives
Reviewer: ______ Instructor: ______ |
All objectives are measurable and observable and clearly link directly to the stated performance indicator. | One objective is either not measurable OR not observable and are related to the stated performance indicator. | One objective is not measurable AND not observable. Or one objective is only tangentially related to the performance indicator. | None of the objectives are measurable or observable. Or one objective not related to the performance indicator. |
Student Work Self: ______ Reviewer: ______ Instructor: ______ |
A name and brief description of a student product or performance accomplishes ALL of the following: • relates to the task • relates to the objectives • provides adequate evidence of completing the task • can be easily understood |
A name and brief description of a student product or performance accomplishes all but one of the following: • relates to the task • relates to the objectives • provides adequate evidence of completing the task • can be easily understood |
A name and brief description of a student product or performance accomplishes two or less of the following: • relates to the task • relates to the objectives • provides adequate evidence of completing the task • can be easily understood |
The name or brief description of a student product or performance cannot be understood. |
Rubric Assessment Tool Score Self: ______ Reviewer: ______ Instructor: ______ |
A rubric is referenced and the relevant attributes of the rubric are sufficiently explained to provide a picture of the quality work expected. | A rubric is referenced, and the relevant attributes of the rubric are named with a brief statement of explanation. | A rubric is referenced but the relevant attributes of the rubric are not explained. | A vague reference is made to some assessment tool. |
Alignment across the Table Score Self: ______ Reviewer: ______ Instructor: ______ |
The supporting evidence in the rows of the table is clearly aligned with each other across the table.The language of the standards are used across the table | The supporting evidence in the rows of the table is related to the performance indicator but not consistently related to each other across the table. | The supporting evidence in the rows of the table is unrelated to the performance indicator, therefore the alignment of the remaining columns is inconsequential. | The supporting evidence in the rows of the table is incomplete and it is difficult recognize any relationship among the columns. |
Self-Assessment Score Self: ______ Reviewer: ______ Instructor: ______ |
Each attribute of this rubric is scored and an overall score is calculated. A completed rubric is stapled to the back of your assignment. And You justify your score within a one-point range by using three or more meaningful comments. |
All but one attribute of this rubric is scored and an overall score is calculated. A completed rubric is stapled to the back of your assignment. And You justify your score within a two-point range by using two meaningful comments. |
Two or three attributes of this rubric are not scored or an overall score is not calculated. A completed rubric is not stapled to your assignment or your score is not supported by the rubric. Or Only one meaningful comment is given. |
More than three attributes of this rubric are not scored or an overall score is not calculated. A rubric is not stapled to your assignment or your score is not supported by the rubric. Or No comments are given. |
Author’s self-assessment score: ______/ 10 pts Author’s Name:____________________
Reviewer’s Name:____________________ Reviewer’s score: ______/ 10 pts
Instructor’s Score: ______/ 10 pts
Author’s Comments:
Peer Assessment of Homework 3:
Congruency Table Feedback
INTASC Standard 9: Professional Development
The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.
Course Objective (H): Facilitate the peer review process as part of a team.
Course Requirement (D): Reflective Feedback - Teacher interns self and peer assesses all homework assignments. Homework assignments are peer reviewed in class. No make ups will be allowed for missed reviews due to absence or tardiness.
Rational: Interns gain experience using assessment tools and giving evaluative feedback. Interns are invited to help each other produce high quality work. The instructor provides feedback on an intern’s ability to assess and give feedback on a peer’s work.
Assignment: Student interns will score and provide peer feedback on a classmate’s homework assignment.
Evidence: Please complete the peer review section of the rubric. (Return the rubric to your peer, who will hand it in by attaching it to the Homework clipboard.) You may make comments and/or make corrections to your peer’s homework assignments. If corrections are made, the instructor will consider them when scoring. That is, your peer corrections may improve your classmate’s score.
(Please hand-in your completed Congruency Table: Peer Feedback form by attaching it to the Classwork clipboard.)
In-Class Assignment 4: Congruency Table Review
Please self-assess your work using this rubric by recording your overall score and comments
on the last page of the rubric.
Congruency Table Peer Feedback
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Page Layout Reviewer: ______ |
|
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| Comment: | ||||
NYS Standards Citation Reviewer: ______ |
||||
Comment: Page Number of PI: ______________ |
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Performance Indicator Reviewer: ______ (Out of 1 point) |
|
|||
| Comment: | ||||
Table Layout Reviewer: ______ (Out of 1 point) |
||||
| Comment: | ||||
Instructional Task
|
||||
| Comment: | ||||
Student Work Reviewer: ______ (Out of 1 point) |
||||
| Comment: | ||||
Alignment Across the Table (Weight: 0.25) Score Reviewer: ______ (Out of 1 point) |
||||
| Comment: | ||||
Name of Teacher Candidate whose work is being reviewed:________________________________
Instructor’s Score of Reviewer: ______/ 5 pts
INTASC Standard 8: Assessment of Learning
The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Course Objective (D): Document the alignment among curriculum, instruction, and assessment to learning standards.
Course Requirement (F): Develop assessment tools, including rubrics and benchmark papers, to score student work.
Rational: Rigorous use of data lies at the heart of the inquiry process and is essential for documenting improvements in student learning. Assessment tools are needed to collect student data to monitor student achievement. Evaluation requires judgments based on an understanding of the limitations of the assessment tools used. Interpreting assessment results, as part of a learning community, can inspire professional growth.
Assignment: Construct a rubric for an instructional task that is aligned to the NYS learning standards, to be included in a learning experience that you have or will teach as part of your internship.
Evidence: A rubric developed and used (or will be used) as part of your internship, attached to a Rubric- Rubric with the self-assessment section completed.
(Please allow a classmate to review your homework assignment. After the review, hand-in your completed assignment, by attaching it to the Homework clipboard.)
Rubric - Rubric
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Heading (Weight: 0.25) Score: Self: ______ Reviewer: ______ Instructor: ______ (Out of 1 points) |
Paper is typed. A cover sheet correctly includes all of the following |
Paper is typed. |
Paper may or may not be typed. Heading correctly includes your name and all but two of the following |
Paper may or may not be typed. |
Instructional Value Score: Self: ______ Reviewer: ______ Instructor: ______ (Out of 1 points) |
Student immediately sees and knows expectations of quality for the task so that he/she can assess and make changes to improve. |
With minimal assistance student sees and knows expectations of quality for the task so that he/she can assess his/her own learning and make changes to improve. |
With one-on-one in-depth assistance student can be led to see and know expectations of quality for the task so that he/she can assess his/her own learning and make changes to improve. |
Descriptors of quality are so vague or unrelated to task that students would not know expectations of quality for the task making assessing his/her own learning or improving impossible |
Dimensions and Language of the Standards Self: ______ Reviewer: ______ Instructor: ______ (Out of 2 points) |
Dimension and language used to describe criteria are directly linked to performance indicators being assessed by the task. Teacher can easily identify the step in the task and performance indicators in the Standards booklet that are being assessed by that dimension. |
Language relates to task and stated performance indicators being assessed. With a minimal amount of effort, teacher can identify the step in the task and performance indicators in Standards booklet that are being assessed by that dimension. |
Language relates to performance indicators being assessed by the task can be seen in some parts but not in other parts. Teacher must hunt for the step in the task and performance indicators in the Standards booklet that are being assessed by that dimension. |
Language is unrelated to performance indicators being assessed by the task. Teacher cannot locate the step in the task or performance indicators in the Standards booklet that are being assessed by that dimension. |
Level Descriptors Self: ______ Reviewer: ______ Instructor: ______ (Out of 2 points) |
Descriptors in each level are specific enough to make scoring reliable and consistent across several different scorers. |
Descriptors in each level are specific enough to make scoring reliable for the teacher and students who know the task intimately. |
Descriptors in each level lack specificity and thus make scoring inconsistent across several different scorers. |
Descriptors in each level lack specificity and thus make scoring unreliable and inconsistent across several different scorers. |
Writing Mechanics Self: ______ Reviewer: ______ Instructor: ______ (Out of 2 points) |
The writing demonstrates control of the conventions of written English. There are no errors in grammar, syntax, or capitalization that interfere with readability. Any misspellings are trivial. |
The writing demonstrates partial control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling but they do not interfere with readability. |
The writing demonstrates minimal control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
The writing demonstrates a lack of control of the conventions of written English. There are three or more errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
Self-Assessment Self: ______ Reviewer: ______ Instructor: ______ (Out of 2 points) |
A completed rubric is stapled as the last page of your assignment. And You justify your score within a one-point range by using three or more meaningful comments. |
A completed rubric is stapled as the last page of your assignment. And You justify your score within a two-point range by using two meaningful comments. |
A completed rubric is not stapled to your assignment or your score is not supported by the rubric. Or Only one meaningful comment is given. |
A self-assessment is made, but the rubric is not complete or not attached to your assignment Or No comments are given. |
Student self assessment score: ______/ 10 Review’s Score: _____/ 10
Instructor’s Score: ______/ 10
Please include your comments below and/or on the back.
Homework Assignments 4
INTASC Standard 8: Assessment of Learning
The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Course Objective (D): Document the alignment among curriculum, instruction, and assessment to learning standards.
Course Requirement (F): Develop assessment tools, including rubrics and benchmark papers, to score student work.
Rational: Rigorous use of data lies at the heart of the inquiry process and is essential for documenting improvements in student learning. Assessment tools are needed to collect student data to monitor student achievement. Evaluation requires judgments based on an understanding of the limitations of the assessment tools used. Interpreting assessment results, as part of a learning community, can inspire professional growth.
Assignment: Construct a teacher exemplar for the task you have, or will assign your students to be included in your learning experience. The exemplar may be for a parallel task that you show to students as a model. The rubric you developed in Part 1 of this assignment should be used to score your exemplar.
Evidence: A teacher exemplar, attached to a Teacher Exemplar Rubric with the self-assessment section completed.
(Please allow a classmate to review your homework assignment. After the review, hand-in your completed assignment, by attaching it to the Homework clipboard.)
Homework Assignment 4 Part 2: (10 points) J. Arnold
Please construct a teacher exemplar for the task(s) or parallel task(s) you are requiring of students.
Teacher Exemplar Rubric
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Heading Score: Self: ______ Instructor: ______ |
Heading correctly includes all of the following |
Heading includes your name and all but one of the following |
Heading includes your name and all but two of the following |
Heading includes your name only one or two of the following |
Writing Mechanics |
The writing demonstrates control of the conventions of written English. There are no errors in grammar, syntax, or capitalization that interfere with readability. Any misspellings are trivial. |
The writing demonstrates partial control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling but they do not interfere with readability. |
The writing demonstrates minimal control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
The writing demonstrates a lack of control of the conventions of written English. There are three or more errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
Alignment Score: Self: ______ Instructor: ______ |
The teacher generated exemplar is clearly aligned to the scoring rubric and the work is clearly at a distinguished level for the target audience. |
The teacher generated exemplar is aligned to the scoring rubric and evidence supporting that the work is at a distinguished level for the target audience can be found. |
The teacher generated exemplar is aligned to the scoring rubric but some of the supporting evidence indicates that the work is at less than a distinguished level for the target audience. |
The teacher generated exemplar is not aligned to the scoring rubric and there is no evidence that the supporting work is at a distinguished level for the target audience. |
Organization and layout Self: ______ Instructor: ______ |
The teacher exemplar is clearly organized and thoughtfully laid out.
The presentation is both professional and student friendly. |
The teacher exemplar is organized.
The presentation is both professional and student friendly |
The teacher exemplar is organized.
The presentation is either professional or student friendly |
The teacher exemplar is not well organized.
The presentation is neither professional nor student friendly |
Self-Assessment Self: ______ Instructor: ______ |
A completed rubric is stapled as the last page of your assignment. |
A completed rubric is stapled as the last page of your assignment. |
A completed rubric is not stapled to your assignment or your score is not supported by the rubric. |
A self-assessment is made, but the rubric is not complete or not attached to your assignment Or No comments are given. |
Student Self-Assessment Score: ______/ 10
Instructor’s Score: ______/ 10
Please include your comments below and/or on the back.
Peer Assessment of Homework 4:
Rubric Peer Feedback Form
INTASC Standard 9: Professional Development
The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.
Course Objective (H): Facilitate the peer review process as part of a team.
Course Requirement (D): Reflective Feedback - Teacher interns self and peer assesses all homework assignments. Homework assignments are peer reviewed in class. No make ups will be allowed for missed reviews due to absence or tardiness.
Rational: Interns gain experience using assessment tools and giving evaluative feedback. Interns are invited to help each other produce high quality work. The instructor provides feedback on an intern’s ability to assess and give feedback on a peer’s work.
Assignment: Student interns will score and provide peer feedback on a classmate’s homework assignment.
Evidence: Please complete the peer review section of the rubric. (Return the rubric to your peer, who will hand it in by attaching it to the Homework clipboard.) You may make comments and/or make corrections to your peer’s homework assignments. If corrections are made, the instructor will consider them when scoring. That is, your peer corrections may improve your classmate’s score.
(Please hand-in your completed Rubric Peer Feedback Form by attaching it to the Classwork clipboard.)
Reviewer’s Name:____________________ Review’s Score of In-Class Assignment:_________
In-Class Assignment 5 – Directions: Please exchange papers and review a peer’s homework. As the reviewer, score each attribute and calculate a final score. Write a comment in the appropriate level box for each attribute. To be completed in class by the reviewer.
Rubric Peer Feedback Form
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Heading (Weight: 0.5) Score: ____ |
|
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| Comment: | ||||
Instructional Value Score: ____ |
||||
Comment:
|
||||
Dimensions and Language of the Standards |
|
|||
| Comment: | ||||
Level Descriptors |
||||
| Comment: | ||||
Writing Mechanics |
||||
| Comment: | ||||
Self-Assessment |
||||
| Comment: | ||||
Name of Teacher Candidate whose work is being reviewed:________________________________
Instructor’s Score of Reviewer: ______/ 5 pts Please include your comments below and/or on the back.
Feedback Rubric for a Live Review
INTASC Standard 9: Professional Development
The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.
Course Objective (G): Participate in the New York State Academy for Teaching and Learning Peer Review Process.
Course Requirement (D): Reflective Feedback - Each student interns writes facilitation comments fora live review for a in-service teacher who is currently refining a learning experience.
Rational: Interns review and provide warm and cool feedback for an exemplar learning experience that follows the same format as the intern’s mid-term and final course requirements. Interns are introduced to the peer review protocol and key assessment tools for scoring the mid-term and final requirements are reviewed.
Assignment: Complete a Criteria for Review Reporting Form, for a learning experience created by an in-service teacher. Please use the Mid-term Checklist and the Power Rubric when formulating your warm and cool comments.
Evidence: A completed Criteria for Review Reporting Form attached to a Learning Experience Feedback Rubric with the self-assessment section completed.
(Please allow a classmate to review your homework assignment. After the review, hand-in your completed assignment, by attaching it to the Homework clipboard.)
Author’s Name:_____________________ Reviewer’s Name:_________________
Please provide feedback for a learning experience and use this rubric to score your work.
Feedback Rubric for a Live Review
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
|||||
Page Layout Assessment Score: Peer: ____ Instructor: ____ (Out of 2 points) |
Paper is typed and formatted with one column for warm and another for cool comments. The heading correctly includes all of the following • Your name • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
Paper is typed and formatted with one column for warm and another for cool comments. The heading correctly includes your name and all but one of the following • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
Paper is not typed or is not formatted correctly. Heading correctly includes your name and all but two of the following • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
Paper is not typed or paper is not formatted correctly. Heading correctly includes your name but is missing three or more of the following • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
|||||
Relevant and specific
|
At least two comments address significant design aspects that are substantiated by supporting evidence from the learning experience for each of the following topics; |
At least two comments are supported by evidence from the learning experience for each of the following topics; | At least one comment is supported by evidence from the learning experience for each of the following topics; | At least one comment is made, but little if any supporting evidence is provided from the learning experience for each of the following topics | |||||
|
1) Relation to the Standards |
1) Relation to the Standards |
1) Relation to the Standards |
1) Relation to the Standards |
|||||
|
2) Assessment Plan |
2) Assessment Plan |
2) Assessment Plan |
2) Assessment Plan |
|||||
| 3) Intellectual Challenge |
3) Intellectual Challenge |
3) Intellectual Challenge |
3) Intellectual Challenge |
||||||
|
4) Engagement | 4) Engagement | 4) Engagement | 4) Engagement |
|||||
| 5) Adaptability | 5) Adaptability | 5) Adaptability | 5) Adaptability | ||||||
|
6) Technology Integration | 6) Technology Integration | 6) Technology Integration | 6) Technology Integration | |||||
| Total:_______/12 | |||||||||
Writing Mechanics Peer: ____ Instructor: ____ |
The writing demonstrates control of the conventions of written English. There are no errors in grammar, syntax, or capitalization that interfere with readability. Any misspellings are trivial. | The writing demonstrates partial control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling but they do not interfere with readability. | The writing demonstrates minimal control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling that interfere with readability. | The writing demonstrates a lack of control of the conventions of written English. There are three or more errors in grammar, syntax, capitalization, or spelling that interfere with readability. | |||||
Balance Peer: ____ Instructor: ____ |
Overall the feedback leaves the presenter encouraged with both meaningful warm and cool comments. | Overall the feedback leaves the presenter satisfied with both warm and cool comments. |
Either warm or cool comments are only addressed superficially. |
Either warm or cool comments are not included. | |||||
Self-Assessment Assessment Score: Peer: ____ Instructor: ___ |
A completed rubric is stapled as the last page of your assignment. And You justify your score within a one-point range by using three or more meaningful comments. |
A completed rubric is stapled as the last page of your assignment. And You justify your score within a two-point range by using two meaningful comments. |
A completed rubric is not stapled to your assignment or your score is not supported by the rubric. Or Only one meaningful comment is given. |
A self-assessment is made, but the rubric is not complete or not attached to your assignment Or No comments are given. |
|||||
Assessment Scores:
Self: _____/ 20 pts Peer: _____/ 20 pts Instructor: _____/ 20 pts
Please include your comments below.
Peer Assessment of Homework Assignment 5: Feedback on Learning Experience Comments
INTASC Standard 9: Professional Development
The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks out opportunities to grow professionally.
Course Objective (H): Facilitate the peer review process as part of a team.
Course Requirement (D): Reflective Feedback - Teacher interns self and peer assesses all homework assignments. Homework assignments are peer reviewed in class. No make ups will be allowed for missed reviews due to absence or tardiness.
Rational: Interns gain experience using assessment tools and giving evaluative feedback. Interns are invited to help each other produce high quality work. The instructor provides feedback on an intern’s ability to assess and give feedback on a peer’s work.
Assignment: Student interns will score and provide peer feedback on a classmate’s homework assignment.
Evidence: Please complete the peer review section of the rubric. (Return the rubric to your peer, who will hand it in by attaching it to the Homework clipboard.) You may make comments and/or make corrections to your peer’s homework assignments. If corrections are made, the instructor will consider them when scoring. That is, your peer corrections may improve your classmate’s score.
(Please hand-in your completed Learning Experience Peer Feedback form by attaching it to the Classwork clipboard.)
Reviewer’s Name:____________________ Review’s Score of In-Class Assignment:_________
Feedback Rubric: For Live Review
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Page Layout Reviewer: ______ |
|
|||
| Comment: | ||||
Relevant and specific (Weight: 3) Reviewer: ______ |
||||
Comment:
|
||||
Relation to the Standards /2 point |
|
|||
| Comment: | ||||
Inntellectual Challenge /1point |
||||
| Comment: | ||||
Assessment Plan /2 point |
||||
| Comment: | ||||
Engagement /1point |
||||
| Comment: | ||||
Adaptability /1point |
||||
| Comment: | ||||
Technology Integration /2 point |
||||
| Comments: | ||||
Writing Mechanics (Weight: 0.5) Score: Reviewer: ______ (Out of 2 point) |
||||
| Comments: | ||||
Balance (Weight: 0.5) Score Reviewer: ______ (Out of 2 point) |
||||
| Comments: | ||||
Power Rubric (Weight: 0.5) Score Reviewer: ______ (Out of 1 point) |
||||
| Comments: | ||||
Self-Assessment Weight: 0.5) Score Reviewer: ______ (Out of 1 point) |
||||
| Comments: | ||||
Name of Teacher Candidate whose work is being reviewed:________________________________
Self: _____/ 20 pts Peer: _____/ 20 pts Instructor: _____/ 20 pts
Instructor’s Score of Reviewer: ______/ 5 pts
(Written by Sachem Teacher Center Facilitators – March 2003)
PERSONAL QUALITIES OF A FACILITATOR
The facilitator…
is open an non-judgmental
is sincere
is discreet and tactful
is patient and flexible
is optimistic and enthusiastic
FACILITATION SKILLS – Planning and Getting Ready
The facilitator…
summarizes peer review in order to help presenter plan for the nest steps needed to improve Learning Experience
organizes group and follows protocol
is prepared with materials and resources
secures physical site in advance of meetings, if necessary
FACILITATION SKILLS – Managing the Process
The facilitator…
listens, remains objective
helps group members to listen to each other and makes sure all are heard
validates responses and feelings of group members
restates and summarizes to help the group see where they are in the process
asks questions to springboard to new conversations
refocuses conversation or efforts when necessary
responds to the needs of the group
paces the group
enforces ground rules when necessary
DIMENSION |
4 |
3 |
2 |
1 |
Personal |
• shows enthusiasm about the process of learning in a collegial circle • is organized and structured, but flexible and adaptable when necessary • shows deep understanding of the dynamics of the group • accepts diverse opinions and helps the group to use them effectively • at ease, self-assured and confident |
• can articulate the value of the process of learning in a collegial circle • uses and organized approach and is flexible when the group requests changes • is aware of group dynamics
• accepts of diverse opinions
• is confident |
• expresses some doubts about the process of learning in a collegial circle • shows unevenness in organizational skills and is rarely flexible • has minimal understanding of group dynamics • accepts opinions that are similar to his/her own • shows some unease |
• doesn’t believe in the process of learning in a collegial circle • is disorganized and rigid
• too focused on agenda or too inexperienced to respond to group dynamics • critical of other’s opinions and ideas • is unsure of him/herself |
Facilitation: |
• guides the group in creating the agenda in preparation for the next meeting • follows ground rules and time frames • shares responsibility for planning details and gathering resource and materials for group meetings -ensures that everything is ready prior to peer review |
• organizes the agenda in response to group needs and shares it with the group for feedback • follow some ground rules and time frames, then revises them with assistance from the group • takes full responsibility for planning details and gathering resources and materials for peer review |
• forms the agenda without input or feedback from the group • arbitrary changes ground rules and time frames for the group • takes some responsibility for planning details and gathering resources and materials for peer review |
• has no agenda or has a hidden agenda • doesn’t use establish ground rules or time frames to guide group work. • Assumes others will take responsibility for planning details and gathering resources and materials |
Facilitation: The Process of Peer Review |
• sets a tone that allows participants to feel comfortable and fee to take intellectual risks • clarifies the protocol, assures that the group stays on task and strategically adjusts course when necessary • medicates conversation, asks clarifying and extending questions and achieves balanced participation by all group members • uses wait time strategically, summarizes group discussion and/or decisions during the process as needed • can use knowledge about group dynamics to validate or challenge participant comments • reminds group of ground rules and guides group members in enforcing them |
• sets a tone that allows participants to feel comfortable • clarifies the protocol and assures that the group stays on task • assures balanced participation by all group members
• uses wait time consistently, summarizes group discussion and/or decisions during the process as needed • validates all participant comments
• enforces ground rules consistently necessary |
• sets a business-like tone that may be uncomfortable for some • reviews the protocol at the start but frequently allows the group to stray from the task at hand • works to try to get all members to participate but occasionally allows someone to monopolize the conversation or decision making. • sometimes uses wait time and summarizes at the end of peer review only • needs to validate participant comments more often
• overemphasizes ground rules, causing discomfort for group members |
• sets a tone that makes all uncomfortable or defensive and discourages risk taking of any sort • allows the group to work without reference to an agenda and fails to help the group to stay on task • repeatedly allows certain members to monopolize the conversation and others to not participate at all, thereby frustrating the group • fails to wait to allow participants to think and rarely summarizes group discussions or decisions • often ignores or dismisses participant comments
• operates with disregard for ground rules or without them at all |
Name: ___________________________ Title of Learning Experience: _______________________________
Facilitator: ________________________ (______/40) Recorder: ________________________________(______/40)
Please rate the quality of the comments that either your facilitator or recorder gave back to you after your review.
Facilitation Comments for a Classmate’s Peer Review
Note:
A hard copy of this assignment must submitted to the instructor and a copy needs to be e-mailed to both the instructor and to the teacher presenter (10 pts)Please provide feedback for a classmates learning experience and use this rubric to score your work.
Feedback Rubric for a Classmate’s Review
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
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Page Layout Assessment Score: Peer: ____ Instructor: ____ (Out of 4 points) |
Paper is typed and formatted with one column for warm and another for cool comments. The heading correctly includes all of the following • Your name • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
Paper is typed and formatted with one column for warm and another for cool comments. The heading correctly includes your name and all but one of the following • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
Paper is not typed or is not formatted correctly. Heading correctly includes your name and all but two of the following • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
Paper is not typed or paper is not formatted correctly. Heading correctly includes your name but is missing three or more of the following • Name of class • Name of assignment • Date assignment was submitted • Title of learning experience • Author of learning experience |
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Relevant and specific
|
At least two comments address significant design aspects that are substantiated by supporting evidence from the learning experience for each of the following topics; |
At least two comments are supported by evidence from the learning experience for each of the following topics; |
At least one comment is supported by evidence from the learning experience for each of the following topics |
At least one comment is made, but little if any supporting evidence is provided from the learning experience for each of the following topics |
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|
1) Relation to the Standards |
1) Relation to the Standards |
1) Relation to the Standards |
1) Relation to the Standards |
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|
2) Assessment Plan |
2) Assessment Plan |
2) Assessment Plan |
2) Assessment Plan |
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3) Intellectual Challenge |
3) Intellectual Challenge |
3) Intellectual Challenge |
3) Intellectual Challenge |
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|
4) Engagement |
4) Engagement |
4) Engagement |
4) Engagement |
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5) Adaptability |
5) Adaptability |
5) Adaptability |
5) Adaptability |
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|
6) Technology Integration |
6) Technology Integration |
6) Technology Integration |
6) Technology Integration |
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| Total:_______/24 | |||||||
Writing Mechanics
Instructor: ____ (Out of 4 points) |
The writing demonstrates control of the conventions of written English. There are no errors in grammar, syntax, or capitalization that interfere with readability. Any misspellings are trivial. |
The writing demonstrates partial control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling but they do not interfere with readability. |
The writing demonstrates minimal control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
The writing demonstrates a lack of control of the conventions of written English. There are three or more errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
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Balance Instructor: ____ (Out of 4 points) |
Overall the feedback leaves the presenter encouraged with both meaningful warm and cool comments. |
Overall the feedback leaves the presenter satisfied with both warm and cool comments. |
Either warm or cool comments are only addressed superficially. |
Either warm or cool comments are not included. |
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E-mail copy to instructor Self: ____ Instructor: ____ (Out of 10 points) Note: |
You E-mail your instructor a MS Word copy of your facilitation comments by attaching them to an E-mail. AND The E-mail is sent no later than one week after the peer review. And The subject line of the E-mail contains: (your name) facilitation comments for (the LE author’s name) |
You E-mail your instructor a copy of your facilitation comments. AND The E-mail is sent no later than two weeks after the peer review. And The subject line of the E-mail contains your name and an indication that E-mail includes your facilitation comments. |
You E-mail your instructor a copy of your facilitation comments. AND The E-mail is sent no later than three weeks after the peer review. And The subject line of the E-mail contains your name. |
You E-mail your instructor a copy of your facilitation comments. AND The E-mail is sent more than three weeks after the peer review. OR The E-mail doesn’t include a subject line. |
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Self-Assessment Instructor: ___ (Out of 4 points) |
A completed rubric is stapled as the last page of your assignment. And You justify your score within a two-point range. |
A completed rubric is stapled as the last page of your assignment. And You justify your score within a 3 to 5-point range. |
A completed rubric is not stapled to your assignment or your score is not supported by the rubric. Or You justify your score within a 6 to 10-point range. |
A self-assessment is made, but the rubric is not complete or not attached to your assignment Or You do not justify your score within a 10-point range. |
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Your Name:____________________ Self-assessment Score: _____/ 50 points
Please include your comments below or on a separate sheet of paper.
Peer Review Participation
Name:____________________________________ Date: ____________
Presenter:______________________________________________________________
Title of Learning Experience: _____________________________________________
RUBRIC FOR CONTRIBUTION TO PEER REVIEW
To what extent did you voluntarily add significant ideas to the group’s “shared inquiry?”
4 Distinguished |
3 Proficient |
2 Emerging |
1 Developing |
| I consistently and independently provide new perspectives during the peer review process. My comments draw heavily on evidence from the learning experience to summarize, enhance or connect to the ideas of other group members. |
I eagerly participate in group discussion without prompting. I speak directly to other members of the group and seek clarification and I use evidence from the learning experience, to agree/disagree with reasons. | I contribute to the discussion of the group voluntarily, but I direct most of my comments to the facilitator to reinforce an idea or ask for clarification. My comments are related to the learning experience but are mostly related to writing mechanics (spelling and grammar). | I do not volunteer information or ideas. My focus is often on topics unrelated to the learning experience or the previous discussion. When prompted I make a comment that is often not directed at any particular idea, but just thrown out for consideration. I often feel detached for the peer review process. |
Self-assessment score: ______________________
Instructor’s Score: __________________________
(for in-class use only)
INTASC Standard 3: Instructional Strategies for Diverse Learners
The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Course Objective (E): Design and discuss accommodations addressing the specific learning needs of individuals with special needs.
Course Requirement (E): Learning Experience (Mid-term and Final): Student interns follow the NYSATL format and the guidelines established by Daemen College to write a learning experience for a mid-term peer review. Based on peer and instructor feedback, the teacher intern revises and refines their learning experience to be submitted as the final course requirement.
Rational: Differentiating instruction and making modification is essential to provide effective instruction for al students.
Assignment: Include a modification table in your learning experience. The following rubric is designed to assist you in developing your table.
Evidence: A mid-term and final learning experience with completed modification table.
Accommodation Table Rubric
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Relevant and specific (Out of 8 points) Note: Each modification type is scored separately for 2 points each. |
For each modification type listed below; a relevant and specific modification is proposed and supported by a clear rational. Compelling and feasible benefits are provided. |
For each modification type listed below; a relevant and specific modification is proposed and the rational and benefits support making the modification. |
For each modification type listed below; a vague modification is proposed and the rational and benefits given only partially support making the modification. |
For each modification type listed below; a vague modification is proposed and the rational and benefits given do not support making the modification. |
|
1) Environment and Management |
1) Environment and Management |
1) Environment and Management |
1) Environment and Management |
|
2) Instructional |
2) Instructional |
2) Instructional |
2) Instructional |
3) Content / Materials |
3) Content / Materials |
3) Content / Materials |
3) Content / Materials |
|
|
4) Tasks |
4) Tasks |
4) Tasks |
4) Tasks |
| Score: | ||||
Writing Mechanics |
The writing demonstrates control of the conventions of written English. There are no errors in grammar, syntax, or capitalization that interfere with readability. Any misspellings are trivial. |
The writing demonstrates partial control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling but they do not interfere with readability. |
The writing demonstrates minimal control of the conventions of written English. There are one or two errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
The writing demonstrates a lack of control of the conventions of written English. There are three or more errors in grammar, syntax, capitalization, or spelling that interfere with readability. |
Title of Learning Experience: _____________________________________ Grade Level:_____
Attribute |
Self-Assessment | Instructor Score |
PowerPoint Content (50 points)• Introduction (4 points)
|
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|
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|
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|
Overall Student self-assessment score: __________/ 150 pts
(Please add scores)
Instructor’s Score: ______/ 150 pts
Comments:
Content (_____ / 50 Points)
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Introduction and Background |
Presenter provides all of the following information; • Name (Introduces self) • Title of LE • Name of school/district • Name of cooperating teacher • Grade level • Number of students • General ability of students • Time frame |
Presenter provides all but one or two of the following; • Name (Introduces self) • Title of LE • Name of school/district • Name of cooperating teacher • Grade level • Number of students • General ability of students • Time frame |
Presenter provides all but three or four of the following; • Name (Introduces self) • Title of LE • Name of school/district • Name of cooperating teacher • Grade level • Number of students • General ability of students • Time frame |
Presenter provides less than half of the following; • Name (Introduces self) • Title of LE • Name of school/district • Name of cooperating teacher • Grade level • Number of students • General ability of students • Time frame |
Overview (Weight: 1) 4 points |
Thoughtfully developed objectives, essential question(s), enduring understanding(s), guiding question(s), and explanation(s) of the student task(s) all support a clearly stated purpose. |
Objectives, essential question(s), enduring understanding(s), guiding question(s), and explanation(s) of the student task(s) all support the stated purpose. |
An overview of the purpose is given but it is not clear how at least one of the following relates; objectives, essential question(s), enduring understanding(s), guiding question(s), and explanation(s) of the student task(s). |
The purpose is vague, and it is not clear how at least two of the following relate; objectives, essential question(s), enduring understanding(s), guiding question(s), and explanation(s) of the student task(s). |
Standards |
Presenter correctly and specifically references and identifies national or state learning standard(s). |
Presenter correctly identifies a specific national or state learning standard but is missing key reference information. |
Presenter correctly references national or state learning standards, but provides only a general reference. |
The presenter mentions the national or state standards, but no other connections are made to the learning experience. |
Assessment Tools (Weight: 2) 8 points |
A high quality assessment tool is presented that clearly links the student task(s) to the referenced standard(s). |
An assessment tool is presented that links the student task(s) to the referenced standard(s). |
An assessment tool is presented that is related to either the student task(s) or the referenced standard(s). |
An assessment tool is presented but it is not clear how it relates to the student task(s) and the referenced standard(s). |
Student Work (Weight: 2) 8 points |
A teacher exemplar is presented along with scored samples of student work at the distinguished, proficient, and developing levels. A clear rational for each scored paper is provided that is consistent with the scoring criteria. |
A teacher sample is presented along with scored samples of student work at the distinguished, proficient, and developing levels. A rational for each scored paper is provided that is consistent with the scoring criteria. |
A teacher sample is presented along with scored samples of student work at the distinguished, proficient, and developing levels. A rational for each scored paper is provided. |
Some samples of student work are provided. |
Modifications (Weight: 2) 8 points |
Specific modifications are explained that insightfully address specific student needs. | General modifications are explained that address general student needs. | General modifications are explained without any rational. | General modifications are mentioned but are not explained. |
| Reflection |
Presenter thanks mid-term peer review group members and highlights the lessons learned resulting from the peer review process. |
Presenter highlights the lessons learned resulting from the peer review process. |
Presenter thanks mid-term peer review group members. |
Presenter makes no mention of having gone through the peer review process. |
Mechanics (_____ / 50 Points)
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Page layout (Weight: 4) 16 points |
All the design elements (text or images) contrast the background and can be easily seen. | All but one or two design element (text block or images) contrast the background and can be easily seen. | All but three design elements (text block or images) contrast the background and can be easily seen. | More than three design elements do not contrast the background and cannot be easily seen. |
| The minimum point size used on any slide is greater than 28. | The minimum point size used on any slide is greater than 26. | The minimum point size used on any slide is greater than 24. | The minimum point size used on any slide is greater than 18. | |
| The number of lines of text doesn’t exceed 12 for any slide. | The number of lines of text doesn’t exceed 12 for any more than two slides. | The number of lines of text doesn’t exceed 12 for any more than four slides. | The number of lines of text exceeds 12 for more than five slides. | |
| The spacing of all the design elements (text and images) is balanced on each slide. | The spacing of the design elements (text and images) is balanced on all but one or two slides. | The spacing of the design elements (text and images) is balanced on all but three or four slides. | The spacing of the design elements is not balanced on more than five slides. | |
Digital Images (Weight: 2) 8 points |
The presentation has at least six digital images that are relevant to the presentation. | The presentation has at least four digital images at least two are relevant to the presentation. | The presentation has at least three digital images and at least one is relevant to the presentation. | The presentation has at least two digital images. |
Writing (Weight: 2) 8 points |
Text information has no spelling, grammar or punctuation errors. | Text information has only one or two minor spelling, grammar and/or punctuation errors that do not interfere with presentation. | Text information has at least one spelling, grammar and/or punctuation error that interferes with presentation. | Text information has two or more spelling, grammar and/or punctuation errors that interfere with presentation. |
Extras (Sound is optional) |
Transitions, animation and sound* enhance the presentation. | Transitions, animation and sound* enhance the presentation but may be under or over used. | Transitions, animation and sound* do not enhance the presentation. | Transitions, animation and sound* distract from the presentation. |
Time Frame (Weight: 2) 8 points |
The presentation doesn’t exceed the maximum time limit of 12 minutes. And The presentation exceeds the minimum time limit of 8 minutes. |
The presentation exceeds 12 minutes by less than a minute. Or The presentation does not meet the minimum time limit of 8 minutes but is at least 7 minutes. |
The presentation exceeds 12 minutes by less than two minutes. Or The presentation does not meet the minimum time limit of 8 minutes but is at least 6 minutes. |
The presentation exceeds 12 minutes by more than two minutes. Or The presentation does not meet the minimum time limit of 8 minutes but is at least 5 minutes. |
Style (________/ 24 points)
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Presence (Weight: 3) |
The presentation is delivered in a style that interests and informs the audience. The student’s voice, eye contact, facial expressions and gestures engage the audience. The student is relaxed and confident and is able to take risks, such as tastefully injecting humor into the presentation. |
The presentation is delivered in a style that interests or informs the audience. The student’s voice, eye contact, facial expressions and gestures enhance the presentation. The student is relaxed and confident for most of the presentation. The student takes risks that generally enhance the presentation. |
The presentation is delivered in a style that neither interests nor informs the audience. The student’s voice, eye contact, facial expressions and gestures do little to enhance the presentation. The student either tense or lacks confidence for some of the presentation. The risks the student takes generally do not enhance the presentation. |
The presentation is dry – the presentation has no style. The student’s voice, eye contact, facial expressions and gestures do not engage the audience. The student is tense and lacks confidence. The student takes no risks. |
Flow Ability to use Technology, Pacing, and Focus, (Weight: 3) 12 points |
The student seamlessly infused technology to enhance their presentation. The student paces and focuses their presentation by judiciously selecting content supporting congruency among objectives, tasks, student work and assessment tools. |
The student infused technology into their presentation with only minor problems that did not disrupt the flow nor the pacing of the presentation. Or The student had some success using time and resources to support congruency among objectives, tasks, student work and assessment tools, however a few questions were not addressed. |
The student attempted to infuse technology into their presentation but had at least one major problem that disrupted the flow and the pacing of the presentation. Or The student did not allocate time wisely, or the student selected only a limited amount of content that supported congruency among objectives, tasks, student work and assessment tools. |
The student did not infuse any technology into their presentation. Or The student neither wisely allocated time, nor selected content that supported congruency among objectives, tasks, student work and assessment tools. |
Final Requirements (_______/26 points
Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
Hard Copy of PowerPoint |
A hard copy of the student’s PowerPoint Presentation is submitted to the instructor before the presentation. Each page of the hard copy of the PowerPoint has four slides printed per page. The first page of the PowerPoint has the name of the student, and the title of the learning experience. |
A hard copy of the student’s PowerPoint presentation is submitted to the instructor the day after the student’s presentation. Or Each page of the hard copy of the PowerPoint has either 2 slide or 4 slides printed per page. Or The first page of the PowerPoint is missing either the name of the student, or the title of the learning experience. |
A hard copy of the student’s PowerPoint presentation is submitted to the instructor two days after the student’s presentation. Or Each page of the hard copy of the PowerPoint has either 2 slide or 4 slides printed per page. And The first page of the PowerPoint is missing either the name of the student, or the title of the learning experience. |
A hard copy of the student’s PowerPoint presentation is submitted to the instructor more than two days after the student’s presentation. Or Each page of the hard copy of the PowerPoint has either 1 slide or 6 slides printed per page. Or The first page of the PowerPoint is missing both the name of the student, and the title of the learning experience. |
Electronic Copy of PowerPoint (Weight: 2) 8 points |
An electronic copy of the PowerPoint presentation is provided to the instructor on or before the day the student presents. |
An electronic copy of the PowerPoint presentation is provided to the instructor on the day after the last day of class. |
An electronic copy of the PowerPoint presentation is provided to the instructor two days after the last day of class. |
An e-mail is sent but an electronic copy of the PowerPoint presentation is not attached or it cannot be opened by the instructor. Or E-mail is sent three days after the last day of class. |
Self Assessment |
Each attribute of each of the four rubrics is scored and an overall score is calculated. And You clearly and concisely explain your rational for your score. |
Each attribute of each of the four rubrics is scored and an overall score is calculated. Your rational for your score is not clear. |
Each attribute of each of the four rubrics is scored and an overall score is calculated. Your rational is not fully supported by evidence. |
A self-assessment is made, but the rubrics are not complete Or |
Based on New York State Academy for Teaching and Learning Outline (NYSATL)
Student Name: __________________________ Date due: _____________
Learning Experience Title: __________________________ Date submitted: _________
Instructor’s Score: ___/400 Self-assessment Score: ___/400
Student Comments:
__ Check if you plan to pick up your LE
Copies:
__ An electronic copy of LE submitted to instructor on or before the due date (5 pts)
__ A hard copy of LE submitted to the instructor – on or before the due date (5 pts)
Learning Experience Checklist:
__ Completed Final LE Checklist cover sheet (5 pts)
__ Self-assessment score is completed for each section (10 pts)
Learning Experience Template:
__ Completed Learning Experience Template cover sheet – with Final clearly indicated (5 pts)
__ Overall readability/organization of Learning Experience (15 pts)
__ All pages in the body of the LE are numbered using a footer (5 pts)
__ Pages of LE are stapled - Attachments may be clipped (5 pts)
Section Total: __/55Self-assessment Section Total: __/55
Please use precise language, avoid terms like a few and a couple, and write in the present tense.
Please edit your work! If the LE Outline is not followed points will be subtracted:
• 5 points for each heading in the wrong order
• 10 points for each missing heading
• 1 point can be earned for correct “Writing Mechanics” in each section. However, each grammatical error will result in the loss of one point per error.
Instructor’s Comments:
(1) Learning Context (60 points)
__ __ Statement of purpose/rationale for Learning Experience (5 pts)
__ __ Enduring Understanding(s) is/are identified (5 pts)
__ __ Essential and Guiding Questions for the students are identified (5 pts)
Congruency Table
__ __ States and links table sections across the Congruency Table (5 pts)
__ __ NYS Standards/Performance Indicators stated and coded verbatim from State documents (10 pts)
__ __ Instructional Tasks in student language, mode of instruction identified (i.e. small group) (5 pts)
__ __ Learning Objectives measurable/observable (4 pts)
__ __ Student Work product or performance title is given (5 pts)
__ __ Assessment Tools titles and attributes are stated (5 pts)
__ __ Overview of what students needs to know and/or be able to do in order to be successful prior to,
during, and after the implementation of the LE. (5 pts)
Note: Include classroom rules and procedures located in appendices.
__ __ Definitions of key subject-specific vocabulary necessary for interpretation/implementation (5 pts)
__ __ Writing Mechanics (1 pt)
Section Total: __/60Self-assessment Section Total: __/60
(2) Assessment Plan (30 points)Tools
__ __ Explains how a diagnostic (pre-assessment) tool is used to assess students’ prior knowledge (5 pts)
__ __ Explains how formative (during learning) and summative assessment (at conclusion of learning)
tools are used (5 pts)
__ __ Explains the scoring rubric’s alignment to NYS Standards and Performance Indicators (5 pts)
__ __ Explains how Scoring Rubric is used in the context of other semester grades (4 pts)
__ __ Addresses student role in the assessment process (5 pts)
Rubric
Includes a blank scoring rubric used to assess students.
A student friendly rubric/checklist is provided if necessary.
Rubric includes:
__ __ Title (1 pt)
__ __ Language of Standards/Performance Indicators being assessed (3 pts)
__ __ Place for comments (1 pt)
Note: Using consecutive numbers and having an even number of performance levels (4,3,2,1) makes the rubric more valid and reliable.
__ __ Writing Mechanics (1 pt)
Section Total: __/30Self-assessment Section Total: __/30
(3) Student Work (25 points)Note: All student work located in appendix. If the student work is difficult to read/recognize, please retype/redraw the student work and include the actual student sample.
__ __ Grade level and general ability of students involved is clearly stated (4 pts)
__ __ Includes graphic summary of pre/post class scores (i.e. histogram) with comments (5 pts)
__ __ Includes graphic summary displaying levels of student achievement at the Distinguished,
Proficient, and Developing levels (5 pts)
__ __ States conclusions based on Distinguished, Proficient, and Developing student work (10 pts)
__ __ Writing Mechanics (1 pt)
Section Total: __/25Self-assessment Section Total: __/25
(4) Procedure (50 points)Teacher shows clear evidence of providing the following:
__ __ Includes an Anticipatory Set(s) (4 pts)
__ __ Includes a diagnostic assessment (5 pts)
Clearly identifies scaffolding phases during the learning:
__ __ Modeling (5 pts)
__ __ Guided Practice (5 pts)
__ __ Independent Practice (5 pts)
__ __ Closure (5 pts)
__ __ Includes an independent summative assessment - (5 pts)
__ __ Explains what the students do individually, and in small or large groups (5 pts)
__ __ Addresses how technology is being used (5 pts)
__ __ Use student centered language and write in the present tense (5 pts)
__ __ Writing Mechanics (1 pt)
Section Total: __/50Self-assessment Section Total: __50
(5) Resources (10 points)__ __ Research references are cited (2 pts)
__ __ Two web sites and/or two works of (children’s) literature are referenced (2 pts)
__ __ List of Notes/ Photos/Blank Handouts used as formative/summative assessments which are located
in the Appendices - Commercially made and S elf M ade T eaching A ids (SMTA) (3 pts)
__ __ Classroom supplies unique to this LE are listed (2 pts)
__ __ Writing Mechanics (1 pt)
Section Total: __/10Self-assessment Section Total: __/10
(6) Modification Table (30 points)__ __ Modification table has a title and an introduction (5 pts)
| Modification Type: | Specific Modification | Rationale | Benefits |
|---|---|---|---|
| Environmental/Management | __ __ (2 pts) | __ __ (2 pts) | __ __ (2 pts) |
| Instructional | __ __ (2 pts) | __ __ (2 pts) | __ __ (2 pts) |
| Material | __ __ (2 pts) | __ __ (2 pts) | __ __ (2 pts) |
| Tasks | __ __ (2 pts) | __ __ (2 pts) | __ __ (2 pts) |
__ __ Writing Mechanics (1 pt)
Section Total: __/30Self-assessment Section Total: __/30
(7) Time Required (20 points)Time requirements are addressed for:
__ __ Planning (4 pts)
__ __ Implementation - including length of classes (5 pts)
__ __ Assessment (per student) (4 pts)
__ __ Schedule or Unit plan (6 pts)
__ __ Writing Mechanics (1 pt)
Section Total: __/20Self-assessment Section Total: __/20
(8) Reflection (50 points)__ __ Why did you develop this Learning Experience? (5 pts)
__ __ Did you meet your teaching objectives? (5 pts)
__ __ Did the students meet the learning objectives (performance indicators)? (5 pts)
__ __ How does this Learning Experience prepare students for life outside of school? (5 pts)
__ __ Includes a quote from a student within your cooperating teacher’s classroom (5 pts)
Addresses how your Learning Experience was reviewed by peers
__ __ Date / location of your peer review (4 pts)
__ __ Identifies the focus question from your peer review (5 pts)
__ __ Includes a quote from a peer during the review process (5 pts)
__ __ Addresses how your LE was modified based on lesson learned (10 pts)
__ __ Writing Mechanics (1 pt)
Section Total: __/50Self-assessment Section Total: __/50
(9) Appendices (70 points)Please use color dividers/tabs between sections
__ __ A sample letter home about the experience (5 pts)
__ __ Classroom floor plan (5 pts)
__ __ Classroom rules and procedures (5 pts)
__ __ Copies of Notes/ Photos/Blank Handouts used as formative/summative assessments:
Commercially made and Self Made Teaching Aids (SMTA) (5 pts)
__ __ Blank Rubric (5 pts)
__ __ Teacher Exemplar of all assessment tools that model the Distinguished level expectation (5 pts)
Student Work Samples
__ __ Submit samples of student work representing each of the following levels of accomplishment:
Distinguished, Proficient, and Developing Separate levels with dividers/tabs. (30 pts)
a. Names removed – at least last names
b. Each level of student work is clearly labeled
c. Includes a scored rubric with comments for each student
d. Includes teacher comments/corrections on student work. If the student work is difficult to read/recognize, please retype/redraw the work and attach to the actual student sample.
__ __ Peer review comments (5 pts)
__ __ Learning Experience power – Power Rubric attached and completed (5 pts)
Section Total: __/70Self-assessment Section Total: __/70
Optional attachments:Teacher choice, no points are deducted for not including the following:
- Comments to Instructor
- Design Tools:
• LE Performance Indicator Vocabulary List
• Lesson Sketch
• Teaching/Learning Matrix
Notes: Your instructor will not analytically score your learning experience if you have not completed your self-evaluation. I will make comments and holistically score your learning experience.
At the instructor’s discretion, your mid-term learning experience score (out of 200 points) maybe replaced with half of your final learning experience score (out of 400 points). This will only be considered when your percentage score on the final is higher than the percentage score on your mid-term learning experience. That is to say, the instructor will only implement this grading option to increase your final score. The instructor will only consider this assessment modification if the student has participated in the mid-term peer review process (all aspects) and submitted a learning experience at the mid-term.
Assessment Rubric for: Learning Experience Power Outline
| Relation to the Standards | ||||
| Alignment with and Support of State Standards | 4 |
3 |
2 |
1 |
| Explicit Standards and Scoring Criteria | 4 |
3 |
2 |
1 |
| Essential Questions | 4 |
3 |
2 |
1 |
| Intellectual Challenge | ||||
| Rationale | 4 |
3 |
2 |
1 |
| Learning Experience Description and Focus | 4 |
3 |
2 |
1 |
| Developmental Appropriateness |
4 |
3 |
2 |
1 |
| Integrative Across Content Areas |
4 |
3 |
2 |
1 |
| Authentic Inquiry | 4 |
3 |
2 |
1 |
| Levels of Thinking | 4 |
3 |
2 |
1 |
| Involvement of Metacognition/ Reflections |
4 |
3 |
2 |
1 |
| Assessment | ||||
| Meaning to Students | 4 |
3 |
2 |
1 |
| Elaborate Communication | 4 |
3 |
2 |
1 |
| Timing and Flexibility of Assessment | 4 |
3 |
2 |
1 |
| Curriculum-Embeddedness | 4 |
3 |
2 |
1 |
| Contextualized, Complete, and Reality-Based | 4 |
3 |
2 |
1 |
| Integration of Subjects/Content areas | 4 |
3 |
2 |
1 |
| Ongoing Feedback and Revision | 4 |
3 |
2 |
1 |
| Engagement | ||||
| Real Audience and Purpose |
4 |
3 |
2 |
1 |
| Involvement of Individual and Group | 4 |
3 |
2 |
1 |
| Authenticity and Congruence of the Curriculum and Assessments. | 4 |
3 |
2 |
1 |
| Forms and quality of Integration | 4 |
3 |
2 |
1 |
| Adaptability | ||||
| Flexibility in Content, the Use of Learning Strategies, and the Demonstration of Student Achievement | 4 |
3 |
2 |
1 |
| Flexibility in Time | 4 |
3 |
2 |
1 |
| Learning Styles/Multiple Intelligences and Types of Learning Environments | 4 |
3 |
2 |
1 |
| Academic Rigor and Supporting Resources | 4 |
3 |
2 |
1 |
| Technology Integration | ||||
| Involvement of Appropriate Uses of Technologies |
4 |
3 |
2 |
1 |
Note this is an abbreviated form of the eight-page document complete with a description of each level of performance.
Notation:
4: A central element that is fully developed and seamlessly integrated through out all aspects of this learning experience
3: An important element that is beginning to be developed and integrated into this learning experience and shows promise that it can be further developed without major changes to the learning experience
2: A supporting element that has been included and although it has not been developed it has the potential for further development and integration.
1: An element that is missing or superficially included.
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