Content Assessment

LED  6565     Reflective  Multimodal  Presentation    

Rubric   Criteria   11  –  11.99  points   12  -­‐  12.99  points   13  -­‐13.99  points   14  -­‐  15  points   Explanation   Limited  explanation  of  

each  of  the  topics  and   their  relationship  to   equitable  assessments   is  provided.  

Explanation  is   provided  for  one  of   the  three  topics  but   the  other  topics  are   not  addressed  fully.  

Explanation  is  provided  for   usefulness  framework  that   synthesizes  learning  but   does  not  address  specific   features.    Communication   to  stakeholders  and   relationship  between   advocacy  and  assessment  is   addressed.  

Specific  features  of  the  ‘usefulness’   framework  are  explained  (3  for  grad   students,  1  for  undergrad)  in  detail   along  with  rationale  for  why  this  can   support  teachers  in  identifying  fair   assessments  and  developing  a  clear   understanding  of  how  instruction   can  support  student  learning.   Discussion  of  communication  of   student  progress  includes   explanation  of  type  of  feedback  or   communication  that  support  student   learning  and  how  it  varies  for   different  stakeholder  groups.   The  importance  of  supporting  and   advocating  for  students  is  explained   in  relation  to  assessment,  specific   language  programs,  and  language   learners.  

Reflection   There  is  little   reflection  on  learning   across  the  course   evident  in  discussion   of  each  of  the  assigned   topics.  

Reflection  on  own   learning  is  discussed   for  one  of  the  three   topics.  

Reflection  on  own  learning   is  apparent  through   discussion  of  two  of  the   topics.    

Reflection  on  own  learning  is  evident   through  discussion  of  how   assessment  practices  have  changed;   shifts  in  understanding  regarding  the   process  and  purpose  for   communication  of  student  progress;   relationship  between  assessment   practices  and  equity;  and  discussion   of  how  different  types  of   assessments,  including  formative   assessments  support  advocacy  for   language  learners.  

Understanding   of  course   readings  

Few  to  no  connections   are  made  to  course   readings  across  the   discussion  of  each  of   the  topics.  

Understanding  of   course  readings  is   fully  evident  in   discussion  of  one  of   the  topics.    

Course  readings  are  used  to   support  two  of  the  topics   but  not  all  three.      

Course  readings  support  explanation   and  discussion  of  each  topic   highlighting:  Source  for  new  learning   and  understanding;  clear  ways  to   examine  fairness  of  particular   assessments;  complexity  of  assessing   language  learners;  role  of  feedback   on  language  learning;  and  unique   assessment  needs  of  language   learners.