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PR009RUBRIC.pdf
©2016 Walden University 1
PR009: Teaching the Arts, Social Science, and Health in Preschool Settings
Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Part I: Lessons, Activities, and Resources
Sub-Competency 1: Evaluate and select lessons, activities, and resources to support arts education in the preschool environment.
Learning Objective 1.1: Evaluate and select lessons, activities, and resources to support arts education in preschool settings.
Evaluation of lessons, activities, and resources to support arts education in preschool settings is missing.
Response includes fewer than three lessons, activities, and/or resources to support arts education in preschool settings. Response provides a vague or illogical rationale for why the items were selected and why they are appropriate for use with the children in each of the cases presented, or the rationale is missing. Response inaccurately indicates the source of each item selected.
Response describes three lessons, activities, and/or resources to support arts education in preschool settings. Response provides a clear and logical rationale for why the items were selected and why they are appropriate for use with the children in each of the cases presented. Response indicates the source of each item selected.
Response demonstrates the same level of achievement as “2,” plus the following: Response addresses an additional resource for one or more of the three cases presented.
Sub-Competency 2: Evaluate and select lessons, activities, and resources to support social studies education in the preschool environment.
Learning Objective 2.1: Evaluate and select lessons, activities, and resources to support social studies education
Evaluation of lessons, activities, and resources to support social studies education in preschool settings is missing.
Response includes fewer than three lessons, activities, and/or resources to support social studies education in preschool
Response describes three lessons, activities, and/or resources to support social studies education in preschool settings.
Response demonstrates the same level of achievement as “2,” plus the following:
©2016 Walden University 2
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
in preschool settings. settings. Response provides a vague or illogical rationale for why the items were selected and why they are appropriate for use with the children in each of the cases presented, or the rationale is missing. Response inaccurately indicates the source for each item selected.
Response provides a clear and logical rationale for why the items were selected and why they are appropriate for use with the children in each of the cases presented. Response indicates the source for each item selected.
Response addresses an additional resource for one or more of the three cases presented.
Sub-Competency 3: Evaluate and select lessons, activities, and resources to support physical and socioemotional health education in the preschool environment.
Learning Objective 3.1: Evaluate and select lessons, activities, and resources to support health education in preschool settings.
Evaluation of lessons, activities, and resources to support health education in preschool settings is missing.
Response includes fewer than three lessons, activities, and/or resources to support health education in preschool settings. Response provides a vague or illogical rationale for why the items were selected and why they are appropriate for use with the children in each of the cases presented, or the rationale is missing.
Response describes three lessons, activities, and/or resources to support health education in preschool settings. Response provides a clear and logical rationale for why the items were selected and why they are appropriate for use with the children in each of the cases presented. Response indicates the source for each item
Response demonstrates the same level of achievement as “2,” plus the following: Response addresses more than one resource for each of the three cases presented.
©2016 Walden University 3
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Response inaccurately indicates the source for each item selected.
selected.
Part II: Integrated Social Studies and Arts Lesson
Sub-Competency 4: Plan, implement, and engage in critical reflection on a preschool lesson that integrates social studies and the arts.
Learning Objective 4.1: Provide foundational information for a preschool social studies and arts integrated lesson.
Foundational information for a preschool social studies and arts integrated lesson is missing.
Response vaguely or incompletely identifies: - Social studies and arts
content areas - Developmental
domains - Pre-K social studies
and arts learning standards
- Learning goals/objectives
- Materials/technology/ equipment/resources
Response clearly identifies: - Social studies and arts
content areas - Developmental
domains - Social studies and arts
learning standards - Learning
goals/objectives - Materials/technology/
equipment/resources A clear and logical rationale is given for the focus of the lesson.
Response demonstrates the same level of achievement as “2,” plus the following: Response includes additional relevant foundational information.
Learning Objective 4.2: Describe the lesson introduction/anticipatory set.
Lesson introduction/anticipatory set is missing.
Response vaguely describes one or more that will be use to capture children’s attention and make connections to the lesson.
Response clearly describes one or more activities that will be use to capture children’s attention and make connections to the lesson.
Response demonstrates the same level of achievement as “2,” plus the following: Response explains the decision-making process used in determining the introduction/anticipatory set.
©2016 Walden University 4
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Learning Objective 4.3: Explain steps in the lesson for building knowledge and skills.
Explanation of the steps in the lesson for building knowledge and skills is missing.
Response describes generally or in random sequence what the teacher and the children will do in all activities and transitions that are part of this learning experience. Explanation given for how the activity might be differentiated to meet the needs of individual children, including children with exceptionalities is vague, does not reflect research-based strategies, or is missing.
Response describes specifically, and in a step- by-step fashion, what the teacher and the children will do in all activities and transitions that are part of this learning experience. A clear and logical rationale is given for progression of the lesson. For each activity, an explanation is given for how the activity might be differentiated to meet the needs of individual children, including children with exceptionalities.
Response demonstrates the same level of achievement as “2,” plus the following: Response explains the decision-making process used in determining steps in the lesson for building knowledge and skills.
Learning Objective 4.4: Describe strategies that will be used to assess children’s learning.
Description of the strategies that will be used to assess children’s learning is missing.
Response vaguely explains how children’s learning will be assessed during and/or after the lesson. Assessment does not use observation/documentatio n. Assessment is not aligned with lesson goals/objectives.
Response explains how children’s learning will be assessed during and/or after the lesson. Assessment includes observation/documentati on. A clear and logical rationale is given for the assessment selected.
Response demonstrates the same level of achievement as “2,” plus the following: Response explains the decision-making process used in determining strategies that will be used to assess children’s learning.
©2016 Walden University 5
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Assessment is aligned with lesson goals/objectives.
Learning Objective 4.5: Describe a lesson closure activity.
Description of a lesson closure activity is missing.
Closure activities/strategies that will be used to bring closure to the lesson are misaligned with the lesson.
Closure activities/strategies do not involve summarizing, reviewing, and/or reflecting on the learning that has taken place during the lesson.
Response describes one or more activities/strategies that will be used to bring closure to the lesson.
Closure activities/strategies involve summarizing, reviewing, and/or reflecting on the learning that has taken place during the lesson. A clear and logical rationale is given for the closure activity.
Response demonstrates the same level of achievement as “2,” plus the following: Response explains the decision-making process used in determining a lesson closure activity.
Learning Objective 4.6: Engage in critical reflection of lesson implementation.
Critical reflection of lesson implementation is missing.
Response vaguely describes children’s responses during the lesson that show whether or not children are grasping the literacy skills and concepts being targeted. Response vaguely describes adjustments made during the lesson based on children’s
Response clearly describes children’s responses during the lesson that show whether or not children are grasping the literacy skills and concepts being targeted. Response clearly describes adjustments made during the lesson based on children’s responses and explains whether or not
Response demonstrates the same level of achievement as “2,” plus the following: Response explains how the planning, implementation, and reflection experiences supported professional growth and learning.
©2016 Walden University 6
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
responses. Response vaguely explains whether or not the adjustments were effective, and why.
the adjustments were effective, and why. Response explains what could be done differently next time and what next steps can be taken to promote learning. Response explains how families and others can be involved to support the children’s literacy learning.
PS001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.
Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.
Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.
Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Grammar, spelling, and mechanics reflect a high- level of accuracy in standard American English and enhance readability.
Learning Objective PS 1.2: Organize writing to enhance clarity.
Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.
Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.
Writing is generally well organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.
Writing is consistently well organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow.
Learning Objective PS 1.3: Support writing with appropriate resources.
Writing does not integrate appropriate resources and content in support of ideas and
Writing loosely integrates some appropriate resources and content in support of ideas and
Writing sufficiently integrates appropriate resources (which may include peer-reviewed
Writing effectively integrates appropriate resources (which may include peer-reviewed
©2016 Walden University 7
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
argument. argument. resources) and content in support of ideas and argument.
resources) and content to support and expand upon ideas and arguments.
Learning Objective PS 1.4: Apply APA style to written work.
APA conventions are not applied.
APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.
APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.
APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately.
Learning Objective PS 1.5: Use appropriate vocabulary and tone for the audience and purpose.
Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.
Vocabulary and tone have limited relevance to the audience.
Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.
Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts.
Professional Skill 5: Critical Thinking and Problem Solving: Use critical thinking and problem-solving skills to analyze professional issues and inform best practices.
Learning Objective PS 5.1:
Analyze assumptions and fallacies.
Analysis of assumptions is missing.
Response is weak in assessing the reasonableness of assumptions in a given argument. Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.
Response generally assesses the reasonableness of assumptions in a given argument.
Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given
Response clearly and comprehensively assesses the reasonableness of assumptions in a given argument. Response provides a detailed and compelling analysis of implications of fallacies and logical weaknesses in a given argument.
©2016 Walden University 8
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
argument. Learning Objective PS 5.2: Generate reasonable and appropriate assumptions.
Assumptions are missing.
Response does not adequately present and discuss key assumptions in an original argument.
Response presents and discusses key assumptions in an original argument.
Response justifies the reasonableness and need for assumptions in an original argument.
Learning Objective PS 5.3: Assess multiple perspectives and alternatives.
Assessment of multiple perspectives is missing.
Response does not identify nor adequately consider multiple perspectives or alternatives.
Response identifies and considers multiple perspectives and alternatives.
Response justifies selection of chosen alternative relative to others.
Learning Objective PS 5.4: Use problem-solving skills.
Problems and solutions are not identified.
Response presents solutions but they are ineffective in addressing the specific problem.
Response presents solutions that are practical and work in addressing the specific problem.
Response presents compelling supporting arguments for proposed solutions.
Professional Skill 6: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to effectively analyze issues and make decisions.
Learning Objective PS 6.1:
Identify credible sources.
Credible sources are missing.
Some sources are credible, appropriate, and relevant to the topic.
Most sources are credible, appropriate, and relevant to the topic.
All resources are credible, appropriate, and relevant to the topic.
Learning Objective PS 6.2: Analyze findings from relevant sources.
Analysis is missing. Analysis superficially reflects relevance of findings to the identified problem, issue, or purpose.
Analysis clearly reflects relevance of findings to the identified problem, issue, or purpose.
Analysis clearly reflects relevance of findings to the identified problem, issue, or purpose and synthesizes findings to generate new insights.
