University of
Arkansas-Monticello
2004-2005
Assessment
Report
Submitted by
Dr. Michael J. Rosato
Dean,
August 1, 2005
School of
UNIT ASSESSMENT REPORT
2004-05
1. Describe how your academic unit’s mission statement and goals flow from and contribute to the University’s mission statement.
The
University
The mission the
The University strives for
excellence in all its endeavors. Educational opportunities encompass the
liberal arts, basic and applied sciences, selected professions, and
vocational/ technical preparation. These opportunities are founded in a strong program
of general education and are fulfilled through contemporary disciplinary
curricula, certification programs, and vocational/technical
education or workforce training. The University assures opportunities in higher
education for both traditional and non-traditional students and strives
to provide an environment that fosters individual achievement and personal
development.
The University of Arkansas at
Monticello seeks to fulfill its mission by: 1. Offering quality educational
opportunities in the form of master’s, baccalaureate, and associate degree
preparation, as well as certification in a variety of vocational/technical
programs, or workforce training; 2. Offering a well-rounded program of general
education designed to broaden and enrich students’ awareness of the world
around them; 3. Providing contemporary curricula which prepare students for
careers in selected fields, for personal development, and for meeting societal
needs; 4. Strengthening students’ capabilities as thoughtful
contributors to society by encouraging them to take personal responsibility and
seeking the benefits of lifelong learning; 5. Providing support programs
which increase the probability of success for those students needing additional
academic preparation to meet college standards; 6. Assisting students in
developing interpersonal skills needed by responsible and productive members of
society; 7. Providing viable programs of public service, continuing
education in selected areas, and cooperative programs with other educational
institutions; 8. Promoting research programs which strengthen the
institution and contribute new information to the existing body of knowledge
and the extension of knowledge to serve the public; 9. Providing cultural and
aesthetic experiences that will serve to enhance appreciation of the arts; 10. Maintaining
regional and national recognition of the institution and its academic and
technical programs by continuing to meet the standards of accrediting bodies,
available but yet to be achieved; and 11. Preparing students to live and
work in a technological and global society.
The entire School of Education (SOE) mission statement supports many concepts described in the university mission statements; these concepts are underscored in the university mission statement printed above. Some examples of the most salient ways in which the SOE mission statement specifically supports the UAM mission statement are:
2. Describe how the major field assessments are based on the mission and goals of the academic unit.
The SOE mission includes our commitment to the development of high quality teacher leaders. These highly qualified teachers are evaluated with instruments build around research-based Pathwise assessments. Pathwise assessments are specifically designed to assist in the production of highly qualified teacher, as defined and required by NCLB.
3. Describe how data being gathered is being used to assess your unit’s progress.
We receive data on state licensure tests that is used to determine what areas of the program need to be adjusted. We also gather data from our interns when they are in the field which it is used to make changes in the program to better assist our students and assist in improving overall program quality.
4. Describe how faculty is involved in your unit’s assessment process.
Due to the fact that the
5. Describe multiple measures used in making programmatic changes.
For programmatic changes at the undergrad level, the measures or steps would include an SOE study committee making recommendations to the SOE faculty, then the appropriate preliminary notification is submitted to ADE (see attachment for specific ADE requirements). An NCATE Specialty Program Association (SPA) report (computerized template) may also be required to be completed and submitted to NCATE which is forwarded to the SPA for evaluation. Assuming the proposed programmatic change requires alteration of the curriculum, then the appropriate paperwork is also submitted to the UAM Curriculum and Standards Committee. The Arkansas Department of Higher Education is also notified of the programmatic change.
Programmatic changes at the graduate level follow similar steps as those at the undergraduate level; however, the UAM Graduate Council is included in the review process and C&S it typically not.
6. Describe feedback from both students and faculty.
Feedback from students about possible programmatic changes is typically acquired from student course evaluations, from student interns, and from educational leadership practicum students. Feedback from faculty members comes from SOE committee work as well as during regularly held (scheduled every fortnight during 2004-05) SOE Faculty and Staff meetings.
7. Describe how the unit plan is cost effective and reflects access, equity, and diversity.
|
|
SOE
Undergraduate Enrollment |
SOE Undergraduate
SSCH |
SOE Graduate
Enrollment |
SOE Graduate SSCH |
|
Summer II 2004 |
93 |
278 |
273 |
819 |
|
Fall 2004 |
1,156 |
3,554 |
404 |
1,212 |
|
Spring 2005 |
1,153 |
3,486 |
369 |
1,239 |
|
Summer I 2005 |
949 |
561 |
194 |
582 |
|
2004-05 Totals |
3,351 |
7,879 |
1,240 |
3,852 |
|
Tuition & Fees/hour |
|
x $112.50 |
|
x $144.50 |
|
Tuition Generated |
|
$886,388 |
|
$556,614 |
Based on the figures in the chart above, the School of Education generated an estimated $1.44M ($886,388 + 556,614) in tuition and fees alone for the 2004-05 academic year which is in excess of the 1.28M SOE budget for the corresponding fiscal year. Therefore, strictly from a financial standpoint the SOE is operating in a cost effective manner.
Access to both undergraduate and graduate SOE programs is available to all students who meet admission and on-going program criteria. The high level of importance placed on program equity for minority students and students of non-traditional age is supported by the fact that Equity is one of the four strands of the SOE Conceptual Framework: Knowledge, Pedagogy, Professionalism, and Equity.
8. Describe how your unit assessment system links to research regarding learning theories, active learning strategies, and student centered learning.
All programs in the SOE are required to meet all appropriate NCATE and ADE standards. Because both NCATE and ADE standards are research based and learner centered, the SOE programs meet these important criteria.
9. Describe how students’ verbal and written explanations of their work products demonstrate attainment of your unit’s publicly stated goals and objectives for learning.
As stated previously, standards based assessments are utilized to evaluate student performance. Data from these assessments as well as student evaluations from courses and information from student portfolios are all utilized for program improvement. Specifically, this data is utilized by SOE working committees as well as by the SOE faculty and staff at regular unit meetings when discussing and considering program improvement issues.
10. Describe how course syllabi state measurable objectives for student learning and provide for assessment of students’ academic achievement.
NCATE and ADE requirements include providing clearly listed goals and objectives on all syllabi that are based on appropriate SPA standards. The specific standard(s) are to be specifically listed next to each goal and objective. Each assessment is to also be clearly tied to each goal and objective (see attached syllabus for an example).
11. Describe how students are involved in the assessment process and how they participate in your unit’s assessment committee activities.
Student feedback regarding the SOE unit assessment activities is obtained through course evaluations, reflection in student portfolios, intern feedback, practicum student feedback, and from alumni surveys.
MLED 4513
COURSE SYLLABUS
FALL 2004
Credit Hours: 3
Semester Hours
The
PREREQUISITE: Admittance to the school of education.
Kellough, R.,
& Kellough, N. (2003). Teaching Young Adolescents: A Guide to
Methods and Resources, 5th ed.
“This We
Believe: Developmentally Responsive Middle Level Schools. A Position Paper of
COURSE DESCRIPTION
This course is designed to study advance methods of instruction, review current research and case studies, and observe and practice components of the middle level concept.
METHODS OF
INSTRUCTION
Methods
of delivery for this class may include, but are not limited to, case studies,
in-class activities, lectures, recitations and discussions, questioning, oral
and written presentations, class projects, and formal and informal group work.
CONCEPTUAL FRAMEWORK
The
Conceptual Framework of the
GOALS AND
OBJECTIVES:
The candidates will:
·
Identify and
explain sources of influences on curriculum (CF – Knowledge, Professionalism; TCRI
–D3; NMSA Standard 3).
·
Organize
content according to facts, concepts and generalizations (CF – Knowledge; NMSA
Standard 4).
·
Describe and
explain a variety of instructional strategies to integrate the curriculum. (CF
– Pedagogy; NMSA Standard 1, 3).
·
Design lesson
plans that incorporate various teaching/learning strategies. (CF – Pedagogy; TCRI
–D3; NMSA Standard 1, 3).
·
Design and
implement integrated curriculum units at the middle school level, selecting an
appropriate and relevant theme and incorporating communication and study skills
throughout the unit. (CF –Equity; TCRI – A1, B1, B2; NMSA Standard 4).
·
Design
lessons that actively engage learners and extend their learning (Bloom’s
taxonomy) using a variety of presentation formats and instructional resources.
(CF – Equity; TCRI – B2, D3; NMSA Standard 5).
·
Evaluate the
process of developing an interdisciplinary unit. (CF – Equity; TCRI – Domain B;
NMSA Standard 4).
·
Construct and
use multiple assessment strategies that are developmentally appropriate for
learners. (CF – Professionalism; TCRI – D2; NMSA Standard 5).
·
Analyze
critical issues in assessment based upon literature and case studies. (CF –
Professionalism; TCRI – D3; NMSA Standard 7).
·
Participate
effectively in the team planning process. (CF – Professionalism; TCRI – Domain
B; NMSA Standard 2, 7).
·
Evaluate the
effectiveness of teams (CF – Professionalism; NMSA Standard 2, 7).
COURSE OUTLINE
1.
Making
Content Decision: Influences
A.
Curriculum frameworks, guides, and textbooks
B.
Standardized tests
C.
Instructional resources
D.
Structure of Knowledge
a.
Facts
b.
Concepts
c.
Generalizations
2.
Using
Strategies to Integrate the Curriculum
A.
Bloom’s Taxonomy
B.
Brainstorming
C.
Questioning skills
D.
Cooperative learning
E.
Project-based learning
3.
Designing
Integrated Curriculum Units
A.
Rationale for interdisciplinary instruction
B.
Qualities of good themes
C.
Planning tools
D.
Designing activities
E.
Integrating technology
F.
Planning for diverse learners
4.
Understanding
the Process of Evaluating Student Learning
A.
Purposes of evaluation
B.
Evaluation concepts
C.
Alternative assessment
D.
Issues in grading
E.
Ethical considerations
5.
Participating
in the Team Planning Process
A.
Characteristics of productive teams
B.
The effects of teaming on candidates and teachers
C.
Effective use of team planning time
D.
Evaluating interdisciplinary teams
FIELD
EXPERIENCE:
This course includes a six hour internship in a
middle school setting. Candidates will
spend extended time in this middle school placement where they will engage in
site-based application of skills. In
working with public school professionals, flexibility will be vital. The range of possible field experiences may
include the following activities (to be determined in consultation with
practicing professionals):
1.
Interviews of teachers concerning instructional
planning and practices
2.
Exploration of curriculum design and
implementation
3.
Observation of the team planning process
4.
Participation in team planning
5.
Observation and practice in using a variety of
instructional strategies
6.
Planning and delivery of instruction
7.
Evaluation of
8.
Reflection on teaching episodes and learning
outcomes
COURSE REQUIREMENTS:
1.
Introduction
to action research
2.
Integrated
unit plan and exhibition
3.
Article
assessments
4.
Reform
presentation
5.
Written
examinations/assessments
1. Introduction
to action research:
Candidates will investigate and summarize the
action research components of “Secrets of The Teen Brain.”
Standards: CF-Professionalism; TCRI-D3; NMSA
Standard 3, 4, 5, 7; Evaluation: Writing Rubric.
2. Integrated
unit plan and presentation:
The candidate selects appropriate content to teach and plans effective instruction. The candidate will display knowledge of content and accurately identifies major concepts to be taught in their middle level content area.
Units will include:
· a variety of instructional strategies for promoting higher order thinking (e.g., direct instruction, inquiry, Socratic lessons, group instruction);
· teaching materials (e.g., physical models, various technologies);
· teaching schedules;
· course assignments;
· an assessment plan.
Unit Plans will include instruction and assessment
sensitive to cultural and learning differences.
The unit plan will be presented using the
multimedia presentation rubric.
Standards: CF-Pedagogy; TBO-D3; NMSA Standard 3,
4, 7; Evaluation: Individual/Group Presentation Rubric.
3. Book
Presentation:
Candidates will read “First In Flight: Helping
Children To Soar In Middle School”. Working in 4-member groups, they will then
deliver a presentation that describes how the book could enhance their careers
in middle level education.
Standards: CF-Professionalism; TCRI-D3; NMSA
Standard 7; Evaluation: Individual/Group Presentation Rubric
4. Written examinations:
Candidates
will be assessed on chapter objectives.
Standards: CF-Professionalism; TCRI-D3; NMSA
Standard 3, 4, 5, 7; Evaluation: Writing Rubric.
5. Portfolio:
You are required to include artifacts from this class in your portfolio.
Date Due:
Portfolios will be assessed at the end of the semester.
EVALUATION:
See attached rubrics
GRADE ASSIGNMENT:
Grades will be based on a percentage of total
points accumulated at end of the term.
Grades will be assigned as follows:
1.
Action research-20%
2.
Integrated Unit Plan and Exhibition-50%
3.
Book Presentation-10%
4.
Written Examination -10%
5.
Portfolio-10%
90%
- 100% = A 80% - 89% = B 70% - 79% = C
60% - 69% = D 0% - 59% = F
* Attached rubrics will influence final grades.
SPECIAL
POLICIES AND INFORMATION:
Candidates With Disabilities
It
is the policy of the University of Arkansas-Monticello to accommodate
individuals with disabilities pursuant to federal law and the University’s
commitment to equal educational opportunities.
It is the responsibility of the
It
is the policy of the
STUDENT CONDUCT STATEMENT
Candidates
at the University of Arkansas-Monticello are expected to conduct themselves
appropriately keeping in mid that they are subject to the laws of the community
and stands of society. They must not
conduct themselves in a manner that disrupts the academic community or breaches
the freedom of other candidates to progress academically. (UAM 2000-2001 Catalog, pgs 42-43).
USE OF TECHNOLOGY
Candidates
will word-process all papers and out of class assignments. Candidates are responsible for obtaining an
e-mail address at the
DIVERSITY
Candidates will be provided opportunities through
direct instruction and field experiences to gain the knowledge, skills, and
dispositions to provide effective instruction in diverse classroom and
communities. A wide variety of
instructional methods will be modeled during the course to meet the needs of a
diverse class. In addition, candidates
will design curriculum (including goals, methods, and assessments) suitable for
a wide range of candidates.
ACADEMIC DISHONESTY:
·
Cheating: Candidates shall not give, receive, offer, or
solicit information on examinations, quizzes, etc. This includes but is not
limited to the following classes of dishonesty:
o
Copying from
another
o
Use during
the examination of prepared materials, notes, or texts other than those
specifically permitted by the instructor.
o
Collaboration
with another
o
Buying,
selling, stealing, soliciting, or transmitting an examination or any material
purported to be the unreleased contents of coming examinations or the use of
any such material.
o
Substituting
for another person during an examination or allowing such substitutions for
oneself.
·
Collusion:
Collusion is defined as obtaining from another party, with out specific
approval in advance by the instructor, assistance in the production of work
offered for credit, to the extent that the work reflects the ideas of the party
consulted rather than those of the person whose name in on the work submitted.
·
Duplicity: To
offer for credit identical or substantially unchanged work in two or more
courses, with out specific advanced approval of the instructors involved.
·
Plagiarism: To
adopt and reproduce as one’s own, to appropriate to one’s use, and to
incorporate in one’s own work without acknowledgement the ideas or passages
from the writings or works of others.
For
any instance of academic dishonesty that is discovered by the instructor, whether the dishonesty is found
to be cheating, collusion, duplicity, or plagiarism, the result for the
BIBLIOGRAPHY
Armstrong,
D., & Savage, T. (1998). Teaching in
the secondary school: An introduction
(4th ed.).
Curry, J., & Samara, J. (Eds.). (1997). Constructing integrated units for middle
school
learners.
Fogarty,
R. (1991) Ten ways to integrate curriculum.
Educational Leadership, 49(2),
61-65.
Basic Books.
Good,
T., & Brophy, J. (2000). Looking in classrooms (8th
ed).
Johnson,
D., & Johnson, R. (1984). Circles
of Learning: Cooperation in the classroom.
Kauchak,
D., & Eggen, P. (1998). Learning and teaching: Research-based methods (3rd
ed.)
Lazer,
D. (1994). Multiple intelligence
approaches to assessment.
Merenbloom,
E. (1991). The team process: A handbook for teachers (3rd ed.).
OH: NMSA.
Pate,
P. E.,
Teachers,
candidates, and the quest for coherent curriculum.
College Press
Stevenson,
C., & Carr, J.(1993). Integrated studies in the middle
grades: Dancing
through
walls.
Vars,
G. (1987). Interdisciplinary teaching in the middle grades: Why and how.
Wilen,
W., Ishler, M., Hutchison, J., & Kindsvatter, R. (2000). Dynamics
of effective
teaching
(4th ed.).
|
Journal Rubric |
|
1 |
2 |
3 |
4 |
Your Score |
|
|
Presentation |
Illegible or messy |
Legibly written and presented |
Clear, uncluttered, and attractive |
Evidence of pride and care for the journal’s daily use and its potential to springboard future writing ideas |
|
|
Organization |
Pages are out of order and/or physically detached from notebook |
Pages are dated and easily navigable |
Pages are dated, well-ordered, and titled accordingly |
Journal is navigable according to subject, topic, title, and date so thoroughly that no clarification by the author is necessary. |
|
|
Topical Relevance |
Entries have no relation to subject of focus |
Entries are related to subject of focus and include extraneous, unrelated content |
Entries are related to subject of focus, and include supporting or related content |
Entries display full, in-depth engagement with relevant topics and draw personal connections |
|
|
Evidence of Daily Writing |
Many entries are entirely absent from notebook |
Some entries are missing from notebook |
All entries are present, but some reflect partial, haphazard engagement |
All entries are carefully constructed and presented in their entirety |
|
|
Unit Design Rubric |
|
|||||
|
1 |
2 |
3 |
4 |
Your Score |
||
|
Differentiated Instruction |
No differentiation of instruction is mentioned. |
Lesson plan includes minimal differentiated instruction, limited to either gifted candidates OR candidates with special needs. |
Lesson includes some differentiated instruction for gifted candidates and candidates with special needs. |
Lesson clearly offers appropriate, creative, and well-integrated challenges for candidates of all levels, including gifted candidates and candidates with special needs. |
|
|
|
Instructional Activities |
Activities are unrelated to objectives. Many activities are extraneous and irrelevant. No attempt is made to individualize activities for learning styles or strengths. |
Activities relate peripherally to objectives. Some activities are extraneous or irrelevant. Activities are not accessible to candidates with different learning styles and strengths. |
Activities relate to objectives. A few activities may be extraneous or irrelevant. Activities are accessible to candidates of more than one learning style of strength. |
Activities provide a logical path to meeting objectives. No activities are extraneous or irrelevant. Candidates of many learning styles and strengths can benefit from activities. |
|
|
|
Teacher-Created Supporting Materials |
No supporting materials are included. |
Supporting materials and student handouts are messy, incomplete, and/or unappealing to candidates. Materials do not enhance lesson. |
Supporting materials and student handouts are clear and complete. Materials enhance lesson. |
Supporting materials and student handouts are clear, complete, and appealing to candidates. Materials enhance lesson significantly. |
|
|
|
Resources |
Many resources needed for lesson are not included in plan. |
Some resources needed for this lesson are not included in plan. |
Resources needed for this lesson are included in plan. |
Resources needed for this lesson are included in plan, and notes about assembling materials, contacting outside guests, or locating additional resources are included, as well. |
|
|
|
Objectives |
Objectives are missing, unclear, or are unrelated to standards. |
Objectives do not provide a clear sense of what candidates will know and be able to do as a result of the lesson. Some of the objectives are related to standards. |
Objectives provide some sense of what candidates will know and be able to do as a result of the lesson. Most of the objectives are related to standards. |
Objectives provide a clear sense of what candidates will know and be able to do as a result of the lesson. All objectives are clearly and closely related to standards. |
|
|
|
Standards |
No standards are mentioned in lesson. Lesson is not related to standards. |
Standards are alluded to in lesson, and lesson is related to standards. |
Some relevant standards are referenced. Lesson is influenced by standards. Too many or too few standards are included. (Lesson may name many standards instead of focusing on important, key standards; alternately, lesson may not name relevant key standards). |
Key standards are referenced. Lesson is guided by standards. |
|
|
|
Assessment |
Assessment is unrelated to objectives and standards. |
Assessment is somewhat related to objectives and standards. Assessment is not appropriate for all candidates' learning styles and strengths. |
Assessment is related to objectives and standards. Assessment is less accessible for candidates with certain learning styles and strengths. |
Assessment is directly related to objectives and standards. Assessment provides opportunities for candidates with varying learning styles and strengths to excel. |
|
|
|
Grade Level Appropriateness |
Objectives and activities are inappropriate for the intended grade level. |
Some, but not all, objectives and activities are appropriate for the intended grade level. |
Most objectives and activities are appropriate for the intended grade level. |
All objectives and activities are appropriate for the intended grade level. |
|
|
|
Time Allotment |
Objectives are not accomplishable for most candidates in the time allotted. |
Objectives may not all be accomplishable for many candidates in the time allotted. |
Objectives are accomplishable by almost all candidates in the time allotted. |
Objectives are accomplishable in the time allotted. |
|
|
|
Oral Presentation Rubric |
|
1 |
2 |
3 |
4 |
Your Score |
|
|
Attention to Audience |
Did not attempt to engage audience |
Little attempt to engage audience |
Engaged audience and held their attention most of the time by remaining on topic and presenting facts with enthusiasm |
Engaged audience and held their attention throughout with creative articulation, enthusiasm, and clearly focused presentation |
|
|
Clarity |
No apparent logical order of presentation, unclear focus |
Content is loosely connected, transitions lack clarity |
Sequence of information is well-organized for the most part, but more clarity with transitions is needed |
Development of thesis is clear through use of specific and appropriate examples; transitions are clear and create a succinct and even flow |
|
|
Presentation Length |
Greatly exceeding or falling short of allotted time |
Exceeding or falling short of allotted time |
Remained close to the allotted time |
Presented within the allotted time |
|
|
Content |
Thesis is unclear and information appears randomly chosen |
Thesis is clear, but supporting information is disconnected |
Information relates to a clear thesis; many relevant points, but they are somewhat unstructured |
Exceptional use of material that clearly relates to a focused thesis; abundance of various supported materials |
|
|
Creativity |
Delivery is repetitive with little or no variety in presentation techniques |
Material presented with little interpretation or originality |
Some apparent originality displayed through use of original interpretation of presented materials |
Exceptional originality of presented material and interpretation |
|
|
Speaking Skills |
Monotone; speaker seemed uninterested in material |
Little eye contact; fast speaking rate, little expression, mumbling |
Clear articulation of ideas, but apparently lacks confidence with material |
Exceptional confidence with material displayed through poise, clear articulation, eye contact, and enthusiasm |
|
|
Multimedia RubricMulRubric |
|
1 |
2 |
3 |
4 |
Your Score |
||
|
Page Design |
Many pages are either cluttered or empty. There is no text/image balance. No attention paid to variation in design. |
Some pages are either cluttered or empty. Inconsistent attention paid to sizing of graphics, placement of graphics and text, and text wrapping. |
Most pages contain well-placed objects, with thoughtful text/image balance. Inconsistent text wrapping. |
Objects on all pages are well placed and sized. Pages are not cluttered or empty. Imaginative and logical text wrapping. |
|
|
|
Navigation |
Many necessary buttons or tools are missing or difficult to use. Navigation from page to page is difficult or even impossible. |
Not all necessary buttons are present. Navigation from page to page is confusing. |
Navigation from page to page is typically easy. |
Navigation from page to page is consistently easy and logical. |
|
|
|
Mechanics |
Text contains many spelling/grammar errors. Sentences seem disconnected, and there is carelessness throughout. |
Text contains some spelling/grammar errors. Little logical structure or flow to sentences. Evidence of carelessness in writing. |
Grammar and spelling are nearly flawless. Logical sequence apparent. Some wording is careless. Inconsistency in style. |
Grammar and spelling are flawless and the flow provides a logical pathway of ideas. Consistent and engaging style throughout. |
|
|
|
Graphics |
Images do not connect to text and/or are not relevant. |
Images are not always relevant. Text citations are not always present and do not connect to images. |
Images are mostly relevant. Text citations are usually present and identify the images. |
Images are relevant, and complement the text. Each image is cited in the text and identified. The number of images is appropriate. |
|
|
|
Planning |
Storyboard is incomplete. Little or no details about graphics, content, formatting, or effects are provided. |
Storyboard lacks some important details about graphics, content, formatting, and effects. |
Storyboard is mostly complete. Includes many important details about graphics, content, formatting, and effects. |
Storyboard is complete. All necessary information about graphics, content, formatting, and effects is included. |
|
|
|
Content |
Information is cursory or incorrect. Little understanding of content is evident from presentation. |
Some solid information presented; however, some information is incorrect or cursory. |
Information is clear and correct throughout most of presentation. |
Information is well presented, clear, and correct throughout. |
|
|
|
Effects |
Effects are limited or not present. |
One or more than one type of effect is used; however, some or all effects detract from presentation. |
More than one type of effect is used. Effects enhance presentation. |
Effects are varied, yet cohesive, and they significantly enrich the presentation. |
|
|
|
Writing RubricWriting rubric |
||||||
|
1 |
2 |
3 |
4 |
Your Score |
|
|
Structural Organization |
Essay
lacks logical progression of |
Essay includes brief skeleton (introduction, body, conclusion) but lacks transitions |
Essay includes logical progression of ideas aided by clear transitions |
Essay is powerfully organized and fully developed |
|
|
Understanding of Material |
Apparent misunderstanding of material |
Limited understanding of material displayed by vague, unclear language |
Developing understanding of material |
Clear understanding of material displayed by clear, concrete language and complex ideas |
|
|
Focus |
Essay addresses topic but loses focus by including irrelevant ideas |
Essay is focused on topic and includes few loosely related ideas |
Essay is focused on the topic and includes relevant ideas |
The essay is focused, purposeful, and reflects clear insight and ideas |
|
|
Mechanics |
Frequent errors in spelling, grammar, and punctuation |
Errors in grammar and punctuation, but spelling has been proofread |
Occasional grammatical errors and questionable word choice |
Nearly error-free which reflects clear understanding and thorough proofreading |
|
|
Support |
Few to no solid supporting ideas or evidence for the essay content |
Some supporting ideas and/or evidence for the essay content |
Support lacks specificity and is loosely developed |
Specific, developed details and superior support and evidence in the essay content |
|
|
Case Study RubricCase Study of Middle
Level Teacher and Student |
|
1 |
2 |
3 |
4 |
Your Score |
|
|
Standard One: Young Adolescent Development. |
Candidates demonstrate no understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide no opportunities that support student development and learning. |
Candidates demonstrate minimal understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide minimal opportunities that support student development and learning. |
Candidates demonstrate some understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide some opportunities that support student development and learning. |
Candidates demonstrate an understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. |
|
|
Standard Two: Middle Level Philosophy and School Organization. |
Candidates demonstrate no understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work do not successfully within these organizational components. |
Candidates demonstrate minimal understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work with minimal success within these organizational components. |
Candidates demonstrate some understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work with some success within these organizational components. |
Candidates demonstrate an understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. |
|
|
Standard
Three: Middle Level Curriculum and Assessment. |
Candidates demonstrate no understanding of the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they do not use this knowledge in their practice. |
Candidates demonstrate minimal understanding of the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they minimally use this knowledge in their practice. |
Candidates
demonstrate some |
Candidates demonstrate an understanding of the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. |
|
|
Standard
Four: Middle Level Teaching Fields. |
Candidates demonstrate no understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create no meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
Candidates demonstrate minimal understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create minimal meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
Candidates demonstrate some understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create some meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
Candidates demonstrate an understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
|
|
Standard
Seven: Middle Level Professional Roles. |
Candidates demonstrate no understanding of the complexity of teaching young adolescents, and they do not engage in practices and behaviors that develop their competence as professionals. |
Candidates demonstrate minimal understanding of the complexity of teaching young adolescents, and they minimally engage in practices and behaviors that develop their competence as professionals. |
Candidates demonstrate some understanding of the complexity of teaching young adolescents, and they sometime engage in practices and behaviors that develop their competence as professionals. |
Candidates
demonstrate an understanding of the complexity of teaching young adolescents,
and they engage in practices and behaviors that develop their competence as
professionals. |
|
|
Research Project RubricProgram Research
Project |
|
1 |
2 |
3 |
4 |
Your Score |
|
|
Standard
One: Young Adolescent Development. |
Candidates demonstrate no understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide no opportunities that support student development and learning. |
Candidates demonstrate minimal understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide minimal opportunities that support student development and learning. |
Candidates demonstrate some understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide some opportunities that support student development and learning. |
Candidates demonstrate an understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. |
|
|
Standard
Two: Middle Level Philosophy and School Organization. |
Candidates demonstrate no understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work do not successfully within these organizational components. |
Candidates demonstrate minimal understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work with minimal success within these organizational components. |
Candidates demonstrate some understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work with some success within these organizational components. |
Candidates demonstrate an understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. |
|
|
Standard
Three: Middle Level Curriculum and Assessment. |
Candidates demonstrate no understanding of the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they do not use this knowledge in their practice. |
Candidates demonstrate minimal understanding of the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they minimally use this knowledge in their practice. |
Candidates
demonstrate some |
Candidates demonstrate an understanding of the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. |
|
|
Standard
Four: Middle Level Teaching Fields. |
Candidates demonstrate no understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create no meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
Candidates demonstrate minimal understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create minimal meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
Candidates demonstrate some understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create some meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
Candidates demonstrate an understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
|
|
Standard
Five: Middle Level Instruction/Assessment. |
Candidates demonstrate no understanding or use of the major concepts, principles, theories, and research related to effective instruction and assessment, and they do not employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. |
Candidates demonstrate minimal understanding or use of the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a minimal variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. |
Candidates demonstrate some understanding or use of the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ some variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. |
Candidates demonstrate an understanding or use of the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. |
|
|
Standard
Seven : Middle Level Professional Roles. |
Candidates demonstrate no understanding of the complexity of teaching young adolescents, and they do not engage in practices and behaviors that develop their competence as professionals. |
Candidates demonstrate minimal understanding of the complexity of teaching young adolescents, and they minimally engage in practices and behaviors that develop their competence as professionals. |
Candidates demonstrate some understanding of the complexity of teaching young adolescents, and they sometime engage in practices and behaviors that develop their competence as professionals. |
Candidates demonstrate an understanding of the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals. |
|
|
|
|
1 |
2 |
3 |
4 |
Your Score |
|
|
Standard
One: Young Adolescent Development. |
Candidates demonstrate no understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide no opportunities that support student development and learning. |
Candidates demonstrate minimal understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide minimal opportunities that support student development and learning. |
Candidates demonstrate some understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide some opportunities that support student development and learning. |
Candidates demonstrate an understanding of the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. |
|
|
Standard
Two: Middle Level Philosophy and School Organization. |
Candidates demonstrate no understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work do not successfully within these organizational components. |
Candidates demonstrate minimal understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work with minimal success within these organizational components. |
Candidates demonstrate some understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work with some success within these organizational components. |
Candidates demonstrate an understanding of the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. |
|
|
Standard
Three: Middle Level Curriculum and Assessment. |
Candidates demonstrate no understanding of the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they do not use this knowledge in their practice. |
Candidates demonstrate minimal understanding of the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they minimally use this knowledge in their practice. |
Candidates
demonstrate some |
Candidates demonstrate an understanding of the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. |
|
|
Standard
Four: Middle Level Teaching Fields. |
Candidates demonstrate no understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create no meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
Candidates demonstrate minimal understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create minimal meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
Candidates demonstrate some understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create some meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
Candidates demonstrate an understanding or use of the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. |
|
|
Standard
Five: Middle Level Instruction/Assessment. |
Candidates demonstrate no understanding or use of the major concepts, principles, theories, and research related to effective instruction and assessment, and they do not employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. |
Candidates demonstrate minimal understanding or use of the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a minimal variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. |
Candidates demonstrate some understanding or use of the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ some variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. |
Candidates demonstrate an understanding or use of the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. |
|
|
Standard
Six: Family and Community Involvement. |
Candidates demonstrate no understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they do not use that knowledge to maximize the learning of all young adolescents. |
Candidates demonstrate minimal understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they minimally use that knowledge to maximize the learning of all young adolescents. |
Candidates demonstrate some understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they sometime use that knowledge to maximize the learning of all young adolescents. |
Candidates demonstrate an understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents. |
|
|
Standard
Seven: Middle Level Professional Roles. |
Candidates demonstrate no understanding of the complexity of teaching young adolescents, and they do not engage in practices and behaviors that develop their competence as professionals. |
Candidates demonstrate minimal understanding of the complexity of teaching young adolescents, and they minimally engage in practices and behaviors that develop their competence as professionals. |
Candidates demonstrate some understanding of the complexity of teaching young adolescents, and they sometime engage in practices and behaviors that develop their competence as professionals. |
Candidates demonstrate an understanding of the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals. |
|