Attribute |
Level 4 |
Level 3 |
Level 2 |
Level 1 |
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. |