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Grading Rubric: Philosophy of Education Statement
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Criteria
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Ratings
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Pts
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This criterion is linked to a Learning OutcomeReflexive Praxis
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4 pts
Highly Effective
The purpose of education and answers to the questions are clearly, concisely and logically stated. All the arguments are grounded on personal, cultural, and professional value systems that are substantiated with philosophical ideas and historical perspectives from the course materials. All philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation of Reflexive Praxis in practice and plan to continually and deliberately reflect on practice in light of educational research, professional decisions, and pedagogical approaches is clear and includes relevant examples.
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3 pts
Effective
The purpose of education and answers to the questions are clearly, concisely and logically stated. Most of the arguments are grounded on personal, cultural, and professional value systems that are substantiated with philosophical ideas and historical perspectives from the course materials. Most of the philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation of Reflexive Praxis in practice and plan to continually and deliberately reflect on practice in light of educational research, professional decisions, and pedagogical approaches is clear and include some examples.
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2 pts
Developing
The purpose of education and some answers to the questions are clearly, concisely and logically stated. Some of the arguments are grounded on personal, cultural, and professional value systems. Only few of them are substantiated with philosophical ideas and historical perspectives from the course materials. Some of the philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation of Reflexive Praxis in practice and how they plan to continually and deliberately reflect on practice in light of educational research, professional decisions, and pedagogical approaches is either unclear or missing examples.
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1 pts
Ineffective
The purpose of education and answers to the questions are vague or ambiguous, and lack clear connections to course materials. Few on none of the arguments are grounded on personal, cultural, and professional value systems. Most of the questions are not addressed. Only few of them are substantiated with philosophical ideas and historical perspectives from the course materials. Few on none of philosophical ideas and historical perspectives are analyzed, and not synthesized No connections for the future implementation in practice are made.
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4 pts
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This criterion is linked to a Learning OutcomeLearner Centeredness
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4 pts
Highly Effective
The purpose of education and answers to the questions are clearly, concisely and logically stated. All the arguments are grounded on personal, cultural, and professional value systems that are substantiated with philosophical ideas and historical perspectives from the course materials. The answers to the questions are clearly, concisely and logically stated. All the arguments demonstrate the understanding of principles of diversity and equity to support teaching culturally, linguistically, and ability diverse students. All philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation of Learner Centerdness in practice and plan to create contexts for learning that are driven by evidence-based principles of diversity and equity in light of educational research, professional decisions, and pedagogical approaches is fully explained and includes relevant examples.
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3 pts
Effective
The answers to the questions are clearly, concisely and logically stated. Most of the arguments demonstrate the understanding of principles of diversity and equity to support teaching culturally, linguistically, and ability diverse students. Most of philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation of Learner Centerdness in practice and plan to create contexts for learning that are driven by evidence-based principles of diversity and equity in light of educational research, professional decisions, and pedagogical approaches is explained and includes examples.
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2 pts
Developing
The answers to the questions are clearly stated. Some the arguments demonstrate the understanding of principles of diversity and equity to support teaching culturally, linguistically, and ability diverse students. Some of philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation of Learner Centerdness in practice and plan to create contexts for learning that are driven by evidence-based principles of diversity and equity in light of educational research, professional decisions, and pedagogical approaches is stated, but lacks details and does not include examples.
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1 pts
Ineffective
The answers to the questions are vague or ambiguous, and lack clear connections to course materials. Few or none of the arguments demonstrate the understanding of principles of diversity and equity to support teaching culturally, linguistically, and ability diverse students. Few on none of philosophical ideas and historical perspectives are analyzed, and not synthesized. Vision for the future implementation of Learner Centerdness in practice and plan to create contexts for learning that are driven by evidence-based principles of diversity and equity in light of educational research, professional decisions, and pedagogical approaches is not stated and /or includes no examples.
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4 pts
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This criterion is linked to a Learning OutcomeDiscipline Knowledge and Skills
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4 pts
Highly Effective
The answers to the questions are clearly, concisely and logically stated. All the statements demonstrate critical thinking creativity and ability to identify different philosophical foundations and historical perspectives on education and schooling; teaching and learning of culturally , linguistically , and ability diverse learners. All philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation of Discipline Knowledge and Skills in practice and plan to create contexts for learning that are driven by content knowledge, understanding of essential strategies that promote development of discipline conceptual understandings, and application of evidence-based practices is fully explained and includes relevant examples. All philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation of Learner Centerdness in practice and plan to create contexts for learning that are driven by evidence-based principles of diversity and equity in light of educational research, professional decisions, and pedagogical approaches is fully explained and includes relevant examples.
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3 pts
Effective
The answers to the questions are clearly, concisely and logically stated. Most of the statements demonstrate critical thinking creativity and ability to identify different philosophical foundations and historical perspectives on education and schooling; teaching and learning of culturally , linguistically , and ability diverse learners. Most of philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation of Discipline Knowledge and Skills in practice and plan to create contexts for learning that are driven by content knowledge, understanding of essential strategies that promote development of discipline conceptual understandings, and application of evidence-based practices is explained and includes examples.
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2 pts
Developing
The answers to the questions are clearly stated. . Some of the statements demonstrate critical thinking, creativity, and ability to identify different philosophical foundations and historical perspectives on education and schooling; teaching and learning of culturally , linguistically , and ability diverse learners. Some of philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation of Discipline Knowledge and Skills in practice and plan to create contexts for learning that are driven by content knowledge, understanding of essential strategies that promote development of discipline conceptual understandings, and application of evidence-based practices is stated, but lacks details and does not include examples.
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1 pts
Ineffective
The answers to the questions are vague or ambiguous, and lack clear connections to course materials. Few or none of the statements demonstrate critical thinking, creativity, and ability to identify different philosophical foundations and historical perspectives on education and schooling; teaching and learning of culturally , linguistically , and ability diverse learners. Few on none of philosophical ideas and historical perspectives are analyzed, and not synthesized. Vision for the future implementation of Discipline Knowledge and Skills in practice and plan to create contexts for learning that are driven by content knowledge, understanding of essential strategies that promote development of discipline conceptual understandings, and application of evidence-based practices is not stated and /or includes no examples.
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4 pts
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This criterion is linked to a Learning OutcomeProfessional Commitment to Action
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4 pts
Highly Effective
The answers to the questions are clearly, concisely and logically stated. All the statements demonstrate ethical principles and commitment to advocate for students and their communities to support academic success, well-being, and life-long learning. All philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
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3 pts
Effective
The answers to the questions are clearly, concisely and logically stated. Most of the statements demonstrate ethical principles and commitment to advocate for students and their communities to support academic success, well-being, and life-long learning. Most of philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with examples.
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2 pts
Developing
The answers to the questions are clearly stated. Some of the statements demonstrate ethical principles and commitment to advocate for students and their communities to support academic success, well-being, and life-long learning. Some of philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with some examples.
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1 pts
Ineffective
The answers to the questions are vague or ambiguous, and lack clear connections to course materials. Few or none of the statements demonstrate ethical principles and commitment to advocate for students and their communities to support academic success, well-being, and life-long learning. Few on none of philosophical ideas and historical perspectives are analyzed, and not synthesized. Vision for the future implementation in practice is articulated with examples.
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4 pts
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This criterion is linked to a Learning OutcomeData Literacy and Research
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4 pts
Highly Effective
The answers to the questions are clearly, concisely and logically stated. All the statements demonstrate understanding of the role of data and technology in creating evidence-based practice to advance students’ progress and develop fair, valid, and reliable assessments. All philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
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3 pts
Effective
The answers to the questions are clearly, concisely and logically stated. Most of the statements demonstrate understanding of the role of data and technology in creating evidence-based practice to advance students’ progress and develop fair, valid, and reliable assessments. Most of philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with examples.
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2 pts
Developing
The answers to the questions are clearly stated. Some of the statements demonstrate understanding of the role of data and technology in creating evidence-based practice to advance students’ progress and develop fair, valid, and reliable assessments. Some of philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with some examples.
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1 pts
Ineffective
The answers to the questions are vague or ambiguous, and lack clear connections to course materials. Few or none of the statements demonstrate understanding of the role of data and technology in creating evidence-based practice to advance students’ progress and develop fair, valid, and reliable assessments. Few on none of philosophical ideas and historical perspectives are analyzed, and not synthesized. Vision for the future implementation in practice is articulated with examples.
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4 pts
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This criterion is linked to a Learning OutcomeAPA Citations & References
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4 pts
Highly Effective
All citations and references follow APA style.
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3 pts
Effective
Most citations and references follow APA style.
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2 pts
Developing
APA style is inconsistent.
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1 pts
Ineffective
APA style is not followed.
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4 pts
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This criterion is linked to a Learning OutcomeGrammar & Mechanics
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4 pts
Highly Effective
Assignment contains 2 or fewer errors.
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3 pts
Effective
Assignment contains 3 - 4 errors.
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2 pts
Developing
Assignment contains 4-5 errors.
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1 pts
Ineffective
Assignment contains 6 or more errors.
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4 pts
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This criterion is linked to a Learning OutcomeTimeliness
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4 pts
Highly Effective
Paper is posted one day late
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3 pts
Effective
Paper is posted 2 days late
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2 pts
Developing
Paper is posted more than 2 days late
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1 pts
Ineffective
N/A
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4 pts
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Total Points: 32
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TinaF
32pointsTeacherPortraitrubriccriteria.docx
