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