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Unit 7 - Final Project - Grading Rubric
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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 OutcomeInstructional goals & Standards
The teacher can relate his/her disciplinary knowledge to other subject areas InTASC 4,7; ILA 2.1 CAEP 1.1 Research
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20 pts
Advanced - 4
Instructional goals (3-5) clearly and concisely state what the student will know or be able to do, are specific, detailed, and measurable. Goals are aligned with given standards and are challenging but attainable. (20 pts)
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17 pts
Proficient - 3
Instructional goals (3-5) state what the student will know or be able to do, are specific, detailed, and measurable. Goals are clearly aligned with given standards. (17 pts)
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14 pts
Basic - 2
Instructional goals are simply restatements of the unit standards. Goals are not specific or measurable. Words like “know” and “understand” are used as what the student will be able to do. (14 pts)
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11 pts
Minimal - 1
Instructional goals do not state what the student will be able to do at the end of the unit but rather state what the teacher will do; goals are related to activities but are not specific or measurable. (11 pts)
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20 pts
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This criterion is linked to a Learning OutcomeInTASC #4 - Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
threshold: 3.0 pts
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4 pts
Advanced - The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient - The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
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2 pts
Basic - The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking
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1 pts
Minimal - The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning OutcomeInTASC #7B-1 - Planning for Instruction (updated)
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. (The teacher is able to plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.)
threshold: 3.0 pts
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4 pts
Advanced - The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient - The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
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2 pts
Basic - The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.
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1 pts
Minimal - The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning Outcome2.1 - ILA Standard 2: Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
threshold: 3.0 pts
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4 pts
Advanced - The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient - The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
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2 pts
Basic - The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking
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1 pts
Minimal - The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning OutcomeCAEP A1.1 - Research
Use of research and understanding of qualitative, quantitative and/or mixed methods research methodologies
threshold: 3.0 pts
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4 pts
Advanced: The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills
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2 pts
Basic The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.
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1 pts
Minimal The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning OutcomeInstructional goals & Standards
The teacher can relate his/her disciplinary knowledge to other subject areas
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20 pts
Advanced - 4
ELA and Content standard are applicable to the lesson and unit. (20 pts)
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17 pts
Proficient - 3
ELA and Content standard are applicable to the lesson and unit. (17 pts)
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14 pts
Basic - 2
Instructional goals are generally aligned with given standards (ELA and/or Content standards) that are applicable to the unit. (14 pts)
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11 pts
Minimal - 1
The relationship between instructional goals and standards is minimal. (11 pts)
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20 pts
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This criterion is linked to a Learning OutcomeUse of Text Set
The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources InTASC 4.13
ILA 2.2
CAEP 1.1 Technology
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30 pts
Advanced - 4
A variety of all required text formats and human and technological resources is used for specific lessons within the unit with a focus on grade level instruction AND includes adaptations for above and below grade level instruction. (30 pts)
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26 pts
Proficient - 3
A variety of all required text formats and human and technological resources is used for specific lessons within the unit with a focus on grade level instruction. (26 pts)
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21 pts
Basic - 2
Required number of texts are not used, OR instruction is not on grade level OR technological resources not used. (21 pts)
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16 pts
Minimal - 1
Required number of texts are not used, OR instruction is not on grade level OR technological resources not used (two of three). (16 pts)
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30 pts
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This criterion is linked to a Learning OutcomeInTASC #4B - Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
threshold: 3.0 pts
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4 pts
Advanced - The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient - The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
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2 pts
Basic - The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking
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1 pts
Minimal - The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning Outcome2.2 - ILA Standard 2: Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
threshold: 3.0 pts
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4 pts
Advanced - The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient - The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
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2 pts
Basic - The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking
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1 pts
Minimal - The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning OutcomeCAEP A1.1 - Technology
Supporting appropriate applications of technology for their field of specialization
threshold: 3.0 pts
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4 pts
Advanced: The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills
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2 pts
Basic The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.
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1 pts
Minimal The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning OutcomeIntegration of created materials
Candidates use appropriate and varied instructional approaches. InTASC 4,7
ILA 2.2
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20 pts
Advanced - 4
Created activities and handouts are practical, original, creative, and related to all chosen texts and the rigor of the grade- level instructional standards. (20 pts)
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17 pts
Proficient - 3
Selected activities and handouts are practical, specific, and related to the chosen texts and rigor of the grade-level instructional standards. (17 pts)
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14 pts
Basic - 2
Selected activities and handouts are specifically listed, but some are not practical or related to the unit or the texts or do not align with the rigor of the grade-level instructional standards. (14 pts)
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11 pts
Minimal - 1
The relationship between the texts and the activities and handouts is unclear and/or do not align with the instructional standards. (11 pts)
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20 pts
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This criterion is linked to a Learning OutcomeInTASC #4D - Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
threshold: 3.0 pts
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4 pts
Advanced - The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient - The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
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2 pts
Basic - The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking
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1 pts
Minimal - The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning OutcomeInTASC #7B-2 - Planning for Instruction (updated)
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. (The teacher is able to plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.)
threshold: 3.0 pts
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4 pts
Advanced - The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient - The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
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2 pts
Basic - The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.
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1 pts
Minimal - The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning Outcome2.2B - ILA Standard 2: Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
threshold: 3.0 pts
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4 pts
Advanced - The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient - The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
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2 pts
Basic - The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking
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1 pts
Minimal - The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning OutcomeIntegration of created materials
Candidates use appropriate and varied instructional approaches. InTASC 4
ILA 2.2
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20 pts
Advanced - 4
Activities and handouts are well designed and give thorough directions and explanations for use and incorporate a variety of instructional approaches. (20 pts)
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17 pts
Proficient - 3
Activities and handouts are well-designed and give directions and explanations for use and incorporate a variety of instructional approaches. (17 pts)
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14 pts
Basic - 2
Activities and handouts do not give clear direction or do not seem to support the purpose. (14 pts)
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11 pts
Minimal - 1
Activities and handouts are unclear and seem to lack purpose. (11 pts)
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20 pts
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This criterion is linked to a Learning OutcomeInTASC #4E - Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
threshold: 3.0 pts
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4 pts
Advanced - The candidate’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
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3 pts
Proficient - The candidate’s performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
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2 pts
Basic - The candidate’s performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking
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1 pts
Minimal - The candidate’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
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This criterion is linked to a Learning OutcomeIntegration of Literacy Strategies
Candidates develop word recognition, language comprehension, strategic knowledge, and reading-writing connections. ILA 2.2
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40 pts
Advanced - 4
Literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] is clearly evident throughout the unit. (40 pts)
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34 pts
Proficient - 3
Literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] is evident throughout most of the unit. (34 pts)
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28 pts
Basic - 2
The unit exhibits limited literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration]. (28 pts)
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22 pts
Minimal - 1
Very little integration of literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] throughout unit. (22 pts)
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40 pts
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This criterion is linked to a Learning OutcomeIntroductory Phase - BEFORE LEARNING/ READING (Motivation, Prior Knowledge, Content Focus)
The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and
students' experiences.
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40 pts
Advanced - 4
Extensive and ongoing documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus. (40 pts)
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34 pts
Proficient - 3
Clear, adequate, and ongoing documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus. (34 pts)
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28 pts
Basic - 2
Limited and intermittent documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus. (28 pts)
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22 pts
Minimal - 1
Insufficient documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus. (22 pts)
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40 pts
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This criterion is linked to a Learning OutcomeDevelopmental Phase - DURING LEARNING / READING (Teacher Input, Skills Development and Integration)
The teacher creates short- range and long-term plans that are linked to student needs and performance, and adapts the plans to ensure and capitalize on student progress and
motivation.
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40 pts
Advanced - 4
Creative, extensive and ongoing documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration]. (40 pts)
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34 pts
Proficient - 3
Clear, concise, adequate and ongoing documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration]. (34 pts)
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28 pts
Basic - 2
Limited and intermittent documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration]. (28 pts)
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22 pts
Minimal - 1
Insufficient documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration]. (22 pts)
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40 pts
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This criterion is linked to a Learning OutcomeDevelopmental Phase DURING & AFTER LEARNING/ READING (Student Response, Feedback, Integration)
The teacher knows when and how to adjust plans based on student responses and other
contingencies.
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40 pts
Advanced - 4
Creative, extensive and ongoing documentation of plans for checking for understanding, providing independent and guided practices, and providing feedback related to the content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration]. (40 pts)
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34 pts
Proficient - 3
Clear, concise, adequate and ongoing documentation of plans for checking for understanding, providing independent and guided practices, and providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] (34 pts)
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28 pts
Basic - 2
Limited and intermittent documentation of plans for checking for understanding, providing independent and guided practices or providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] (28 pts)
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22 pts
Minimal - 1
Insufficient documentation of plans for checking for understanding, providing independent and guided practices or providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration]. (22 pts)
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40 pts
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This criterion is linked to a Learning OutcomeConcluding Phase - AFTER LEARNING / READING (reinforce, clarify, and elaborate)
) The teacher accesses student's thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in
writing.
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40 pts
Advanced - 4
Creative, extensive and ongoing documentation of provisions for reinforcing lesson focus, clarifying and elaborating ideas and addressing closure throughout the unit related to content focus. (40 pts)
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34 pts
Proficient - 3
Clear, concise, adequate and ongoing documentation of provisions for clarifying and elaborating ideas and addressing closure related to content focus throughout the unit. (34 pts)
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28 pts
Basic - 2
Adequate and intermittent documentation of provisions for adequate clarifying and elaborating activities to bring closure throughout the unit. (28 pts)
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22 pts
Minimal - 1
Insufficient documentation of provisions for adequate closure throughout the unit. (22 pts)
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40 pts
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This criterion is linked to a Learning OutcomeAccommodations
The teacher identifies and designs instruction appropriate to students' stages of development, learning styles, strengths, and needs.
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30 pts
Advanced - 4
Unit plan provides extensive specific accommodations related to students’ content area and literacy needs. (30 pts)
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26 pts
Proficient - 3
Unit plan provides adequate, specific accommodations related to students’ content area and literacy needs. (26 pts)
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21 pts
Basic - 2
Unit plan provides a limited number of specific accommodations related to students’ content area and literacy needs. (21 pts)
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0 pts
Minimal - 1
Unit plan does not adequately address specific accommodations related to students’ content area and literacy needs. (0 pts)
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30 pts
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This criterion is linked to a Learning OutcomeTeacher Reflection Defense of Project
Project Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing and pursue the development of individual professional knowledge and behaviors.
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30 pts
Advanced - 4
In-depth response is clearly related to the element addressed by the prompt; multiple examples of specific evidence from the unit is cited to support response; and the explanation of how evidence cited is related to the response is clear, concise and insightful. (30 pts)
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26 pts
Proficient - 3
Adequate response is clearly related to the element addressed by the prompt; examples of specific evidence from the unit is cited to support response; and explanation of how evidence cited is related to the response is clear and concise. (26 pts)
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21 pts
Basic - 2
Response is loosely related to the element addressed by the prompt; limited specific evidence from the unit is cited to support response; and/or explanation of how evidence cited is related to the response is limited. (21 pts)
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16 pts
Minimal - 1
Response is not adequately nor clearly related to the element addressed by the prompt; limited specific evidence from the unit is cited to support response, and/or explanation of how evidence cited is related to the response is minimal. (16 pts)
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30 pts
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This criterion is linked to a Learning OutcomeAPA-Compliant formatting
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15 pts
Advanced - 4
Consistently follows APA format including title page and citations. There is a properly formatted and accurate references page (NO errors) (15 pts)
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13 pts
Proficient - 3
Consistently follows APA format including title page and citations. There is a properly formatted and accurate references page (1-2 MINOR errors). (13 pts)
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10 pts
Basic - 2
Limited (3-5) errors in APA format including title page, citations, or references page. (10 pts)
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8 pts
Minimal - 1
More than 5 APA errors in format including title page, citations, or references page. (8 pts)
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15 pts
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This criterion is linked to a Learning OutcomeMechanics
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15 pts
Advanced - 4
The presentation demonstrates exceptional use of standard English conventions (mechanics, usage, grammar and syntax). NO ERRORS. (15 pts)
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13 pts
Proficient - 3
The presentation demonstrates consistent use of standard English conventions (mechanics, usage, grammar and syntax). (1-2 MINOR errors). (13 pts)
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10 pts
Basic - 2
The presentation demonstrates inconsistent use of standard English conventions (mechanics, usage, grammar and syntax). (3-5 errors). (10 pts)
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8 pts
Minimal - 1
The presentation does NOT demonstrate use of standard English conventions (mechanics, usage, grammar and syntax). (More than 5 errors). (8 pts)
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15 pts
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Total Points: 400
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Smcnelson
Unit7.docx
