guilded reflection

#Levels/Criteria

Unacceptable

Needs Revision

Meets Standard

Exemplary

Score/Level

Articulation of Response (clarity, organization, word usage, ease of understandability)

No evidence of response to prompt

Weak articulation of response

Adequate articulation of response

Skillful articulation of response

Accuracy of Mechanics (grammar, punctuation, spelling)

Presence of several major errors that disrupt the meaning or flow of response

Presence of a few major errors and/or many minor errors that interfere with clarity of the response

Presence of a few minor errors; absence of readily detectable major errors

Absence of readily detectable major or minor errors

A. Level of Objectivity

Evidence of inappropriate subjectivity, limited objectivity, or bias

Limited evidence of objectivity

Adequate articulation of response

Strong evidence of appropriate objectivity

A. Fluent Use of Relevant Educational Terminology

No evidence of use and/or application of relevant terminology

Weak use and/or application of relevant terminology

Adequate use and application of relevant terminology

Skilled use and application of relevant terminology

A1a. Learning Theory

The candidate identifies, but does not explain a learning theory.

The candidate presents an imprecise explanation of a learning theory.

The candidate presents a reasonable explanation of a learning theory.

The candidate presents a precise explanation of a learning theory.

A1b. Teaching Situation

The candidate does not describe the teaching situation.

The candidate describes the teaching situation, but not in terms of group characteristics, seating arrangements, or any additional criteria necessary to present the setting of the learning environment.

The candidate reasonably describes the teaching situation in terms of group characteristics, seating arrangements, and any additional criteria necessary to present the setting of the learning environment.

The candidate precisely describes the teaching situation in terms of group characteristics, seating arrangements, and any additional criteria necessary to present the setting of the learning environment.

A1c.Teacher-to-Student Interactions

The candidate does not describe teacher-to-student interactions.

The candidate lists rather than describes teacher-to-student interactions.

The candidate presents a reasonable description of teacher-to-student interactions.

The candidate presents a precise description of teacher-to-student interactions.

A1d. Student-to-Student Interactions

The candidate does not describe student-to-student interactions.

The candidate lists rather than describes student-to-student interactions.

The candidate presents a reasonable description of student-to-student interactions.

The candidate presents a precise description of student-to-student interactions.

A2a. Lesson Purpose

The candidate does not describe the purpose of the lesson.

The candidate provides an implausible description of the purpose of the lesson.

The candidate describes a possible purpose of the lesson.

The candidate accurately describes the purpose of the lesson.

A2b. Teaching Strategy

The candidate does not identify any teaching strategy implemented in the observed lesson.

The candidate identifies a teaching strategy implemented in the observed lesson, but does not describe it.

The candidate provides a reasonable description of a teaching strategy implemented in the observed lesson.

The candidate provides an accurate description of a teaching strategy implemented in the observed lesson.

A2c. Purpose of Teaching Strategy

The candidate does not analyze the teacher’s possible purpose for implementing a teaching strategy.

The candidate presents an implausible analysis of the teacher’s possible purpose for implementing a teaching strategy.

The candidate presents a correct analysis of the teacher’s possible purpose for implementing a teaching strategy.

The candidate presents a precise analysis of the teacher’s possible purpose for implementing a teaching strategy.

A2d. Student Engagement Level

The candidate does not identify the level of student engagement with the lesson.

The candidate merely lists observations of student behaviors.

The candidate presents a reasonable description of the level of student engagement with the lesson.

The candidate presents a precise description of the level of student engagement with the lesson.

B. Sources

If the candidate uses sources, the candidate does not provide in-text citations and/or references for each source used.

If the candidate uses sources, the candidate provides appropriate in-text citations and/or references with major deviations from APA style.

If the candidate uses sources, the candidate provides appropriate in-text citations and/or references with minor deviations from APA style.

If the candidate uses sources, the candidate provides appropriate in-text citations and/or references with no readily detectable deviations from APA style, OR the candidate does not use sources.

General Teaching Dispositions as Indicated in the Teachers College Code of Ethics