Week 3 Discussion 1 Creating an evaluation instruments for cultural relevance in the classroom
RUBRIC
Total Possible Score: 8.00
Video Analysis Questions
Total: 2.00
Distinguished - Comprehensively addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video.
Proficient - Addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Minor details are missing.
Basic - Minimally addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Relevant details are missing.
Below Expectations - Attempts to address the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video; however, significant details are missing.
Non-Performance – The address of the questions provided within the assignment instructions is either nonexistent or lacks the components described in the assignment instructions.
Equity Strategies
Total: 2.50
Distinguished - Comprehensively describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition.
Proficient - Describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Minor details are missing.
Basic - Minimally describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Relevant details are missing.
Below Expectations - Attempts to describe existing equity strategies and suggest at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition; however, significant details are missing.
Non-Performance - The description of equity strategies is either nonexistent or lacks the components described in the assignment instructions.
Culturally Relevant Strategies
Total: 2.50
Distinguished - Comprehensively describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom.
Proficient - Describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Minor details are missing.
Basic - Minimally describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Relevant details are missing.
Below Expectations - Attempts to describe any evidence of culturally relevant pedagogy in action in the video and suggest at least three strategies that could be used to create a more culturally relevant classroom; however, significant details are missing.
Non-Performance - The description of culturally relevant strategies is either nonexistent or lacks the components described in the assignment instructions.
Written Communication: Control of Syntax and Mechanics
Total: 0.25
Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.