EDU 327/518: Teaching to the Standards
Daemen College
J. Arnold – TLQP Director
A Capstone Experience for Teacher Candidates
_Instructor Score_ _Self Assessment_
Final Learning Experience Checklist
Based on New York State Academy for Teaching and Learning Outline (NYSATL)
Student Name: _Ashley Hamlin______________________ Date due: _December 8, 2011__ _
Learning Experience Title: _Questions and Exclamations __ Date submitted: December 1, 2011_
Instructor’s Score: _396 /400 Self-assessment Score: _400_/400
Student Comments:
* Learning Experience was edited based on Instructor's feedback.
Final Submission Procedures (55 points)
_X_ Check if you plan to pick up your LE
Copies:
_5_ An electronic copy of LE submitted to instructor on or before the due date (5 pts)
_5_ A hard copy of LE submitted to the instructor – on or before the due date (5 pts)
Learning Experience Checklist:
_5_ Completed Final LE Checklist cover sheet (5 pts)
_10_ Self-assessment score is completed for each section (10 pts)
Learning Experience Template:
_5_ Completed Learning Experience Template cover sheet – with Final clearly indicated (5 pts)
_15_ Overall readability/organization of Learning Experience (15 pts)
_5_ All pages in the body of the LE are numbered using a footer (5 pts)
_5_ Pages of LE are stapled - Attachments may be clipped (5 pts)
Section Total: _55_/55Self-assessment Section Total: _55_/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)
_5_ _5_ Statement of purpose/rationale for Learning Experience (5 pts)
_5_ _5_ Enduring Understanding(s) is/are identified (5 pts)
_3_ _5_ Essential and Guiding Questions for the students are identified (5 pts)
Congruency Table
_5_ _5_ States and links table sections across the Congruency Table (5 pts)
_10_ _10_ NYS Standards/Performance Indicators stated and coded verbatim from State documents (10 pts)
_5_ _5_ Instructional Tasks in student language, mode of instruction identified (i.e. small group) (5 pts)
_4_ _4_ Learning Objectives measurable/observable (4 pts)
_5_ _5_ Student Work product or performance title is given (5 pts)
_5_ _5_ Assessment Tools titles and attributes are stated (5 pts)
_5_ _5_ 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.
_5_ _5_ Definitions of key subject-specific vocabulary necessary for interpretation/implementation (5 pts)
_1_ _1_ Writing Mechanics (1 pt)
Section Total: _58_/60Self-assessment Section Total: _60_/60
(2) Assessment Plan (30 points)
Tools
_5_ _5_ Explains how a diagnostic (pre-assessment) tool is used to assess students’ prior knowledge (5 pts)
_5_ _5_ Explains how formative (during learning) and summative assessment (at conclusion of learning)
tools are used (5 pts)
_3_ _5_ Explains the scoring rubric’s alignment to NYS Standards and Performance Indicators (5 pts)
_4_ _4_ Explains how Scoring Rubric is used in the context of other semester grades (4 pts)
_5_ _5_ 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:
_1_ _1_ Title (1 pt)
_3_ _3_ Language of Standards/Performance Indicators being assessed (3 pts)
_1_ _1_ 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.
_1_ _1_ Writing Mechanics (1 pt)
Section Total: _28_/30Self-assessment Section Total: _30_/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.
_4_ _4_ Grade level and general ability of students involved is clearly stated (4 pts)
_5_ _5_ Includes graphic summary of pre/post class scores (i.e. histogram) with comments (5 pts)
_5_ _5_ Includes graphic summary displaying levels of student achievement at the Distinguished,
Proficient, and Developing levels (5 pts)
_10_ _10_ States conclusions based on Distinguished, Proficient, and Developing student work (10 pts)
_1_ _1_ Writing Mechanics (1 pt)
Section Total: _25_/25Self-assessment Section Total: _25_/25
(4) Procedure (50 points)
Teacher shows clear evidence of providing the following:
_4_ _4_ Includes an Anticipatory Set(s) (4 pts)
_5_ _5_ Includes a diagnostic assessment (5 pts)
Clearly identifies scaffolding phases during the learning:
_5__5_ Modeling (5 pts)
_5_ _5_ Guided Practice (5 pts)
_5_ _5_ Independent Practice (5 pts)
_5_ _5_ Closure (5 pts)
_5_ _5_ Includes an independent summative assessment - (5 pts)
_5_ _5_ Explains what the students do individually, and in small or large groups (5 pts)
_5_ _5_ Addresses how technology is being used (5 pts)
_5_ _5_ Use student centered language and write in the present tense (5 pts)
_1_ _1_ Writing Mechanics (1 pt)
Section Total: _50_/50Self-assessment Section Total: _50_50
(5) Resources (10 points)
_2_ _2_ Research references are cited (2 pts)
_2_ _2_ Two web sites and/or two works of (children’s) literature are referenced (2 pts)
_3_ _3_ 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)
_3_ _3_ Classroom supplies unique to this LE are listed (2 pts)
_1_ _1_ Writing Mechanics (1 pt)
Section Total: _10_/10Self-assessment Section Total: _10_/10
(6) Modification Table (30 points)
_5_ _5_ Modification table has a title and an introduction (5 pts)
| Modification Type: | Specific Modification | Rationale | Benefits |
|---|---|---|---|
| Environmental/Management | _2_ _2_ (2 pts) | _2_ _2_ (2 pts) | _2_ _2_ (2 pts) |
| Instructional | _2_ _2_ (2 pts) | _2_ _2_ (2 pts) | _2_ _2_ (2 pts) |
| Material | _2_ _2_ (2 pts) | _2_ _2_ (2 pts) | _2_ _2_ (2 pts) |
| Tasks | _2_ _2_ (2 pts) | _2_ _2_ (2 pts) | _2_ _2_ (2 pts) |
_1_ _1_ Writing Mechanics (1 pt)
Section Total: _30_/30Self-assessment Section Total: _30_/30
(7) Time Required (20 points)
Time requirements are addressed for:
_4_ _4_ Planning (4 pts)
_5_ _5_ Implementation - including length of classes (5 pts)
_4_ _4_ Assessment (per student) (4 pts)
_6_ _6_ Schedule or Unit plan (6 pts)
_1_ _1_ Writing Mechanics (1 pt)
Section Total: _20_/20Self-assessment Section Total: _20_/20
(8) Reflection (50 points)
_5_ _5_ Why did you develop this Learning Experience? (5 pts)
_5_ _5_ Did you meet your teaching objectives? (5 pts)
_5_ _5_ Did the students meet the learning objectives (performance indicators)? (5 pts)
_5_ _5_ How does this Learning Experience prepare students for life outside of school? (5 pts)
_5_ _5_ Includes a quote from a student within your cooperating teacher’s classroom (5 pts)
Addresses how your Learning Experience was reviewed by peers
_4_ _4_ Date / location of your peer review (4 pts)
_5_ _5_ Identifies the focus question from your peer review (5 pts)
_5_ _5_ Includes a quote from a peer during the review process (5 pts)
_10_ _10_ Addresses how your LE was modified based on lesson learned (10 pts)
_1_ _1_ Writing Mechanics (1 pt)
Section Total: _50_/50Self-assessment Section Total: _50_/50
(9) Appendices (70 points)
Please use color dividers/tabs between sections
_5_ _5_ A sample letter home about the experience (5 pts)
_5_ _5_ Classroom floor plan (5 pts)
_5_ _5_ Classroom rules and procedures (5 pts)
_5_ _5_ Copies of Notes/ Photos/Blank Handouts used as formative/summative assessments:
Commercially made and Self Made Teaching Aids (SMTA) (5 pts)
_5_ _5_ Blank Rubric (5 pts)
_5_ _5_ Teacher Exemplar of all assessment tools that model the Distinguished level expectation (5 pts)
Student Work Samples
_30_ _30_ 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.
_5_ _5_ Peer review comments (5 pts)
_5_ _5_ Learning Experience power – Power Rubric attached and completed (5 pts)
Section Total: _70_/70Self-assessment Section Total: _70_/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.
Updated:
December 10, 2011
Template © Jeff Arnold & Jane Ross