NAME_________________________________RUBRIC FOR CANDIDATE ASSESSMENT, ED310 LEARNING THEORY
CANDIDATE ASSESSMENT 6
Not Proficient
Marginal
Evolving/Proficient
Commendable
1 Global Point
2 Global Points
3 Global Points
4 Global Points
Global Points
0-11 points
12-15
16-18
19-20
Points
Belief statements fail to describe the Belief statements include
Includes definition of learning,
Integrates definition of learning,
DEVELOPS A
key elements of a personal belief
incomplete definitions of
descriptions of roles of teacher and descriptions of roles of teacher and
PERSONAL THEORY
statement.
learning and partial
students, and strategies for creating students, and strategies for creating
OF HOW STUDENTS
descriptions of roles of
communities of learners.
communities of learners into a
CONSTRUCT
teachers and students, and
Creates a partial explanation of
cohesive whole.
KNOWLEDGE,
strategies for creating
how teachers facilitate learning and Creates a theory of how teachers
ACQUIRE SKILLS,
communities of learners.
how students learn.
facilitate learning and how students
AND DEVELOP
Seems to just string answers
learn; provides appropriate
HABITS OF MIND
to questions together without
examples.
(MTS2A)
showing relationships.
Describes learning environment
Describes learning
Describes learning environments in Describes learning environments in
CREATES
without mentioning or with a
environments that provide
which students develop skills in
which teachers, students and others
COMMUNITIES OF
perfunctory mention of student
positive student behavior, but
learning with others in their
in the learning environment strive to
LEARNING
development and teacher role.
description does not show the
community; describes positive,
develop supportive, cooperative, and
(MTS5BDEH
Does not discuss motivation;
relationship between student
non-threatening environments;
inclusive learning environments;
Does not
and teacher role.
Explains motivation in terms of
Includes provisions for motivating
Does not mention motivation;
just one theory.
students to achieve;
Implicitly recognizes need for
Recognizes and provides examples
connections with students’
of how learning experiences must
families, but does not give specific
build connections with students’
examples
families and cultures and life
experiences;
Demonstrates confused or
Alludes to theories to explain
Accurately uses one existing theory Very clearly and accurately
DEMONSTRATES
incoherent use of theories in
your theory of learning, but
to illustrate/explain your beliefs;
understands at least two theories of
KNOWLEDGE OF
explaining your own theory of
shows some confusion or
critically addresses key
learning;
EXISTING THEORIES
learning;
inaccuracy; Does not address
implications of more than one
Abstractly explains implications of
OF LEARNING
Does not address implications of
implications of theories for
theory.
the theories as related to your own
(MTS2ACD)
theory;
your own theory;
Discusses some relationship
theory of learning.
Fails to mention any theory;
between theories and your own;
Fails to include individual
Mentions individual
Expresses positive attitudes toward Celebrates and values diversity;
VALUES AND PLANS
differences or diverse learners in the differences and the need to
diverse students’
Emphasizes the need to
FOR DIVERSITY IN
statement of beliefs.
teach all students;
Understands the need to
accommodate all learners, including
LEARNING
Mentions diverse learners in a
Has few suggestions for
accommodate individual
diverse learning styles; includes
ENVIRONMENT;
perfunctory way manner;
accommodation;
differences;
examples of accommodations.
(MTS3CDFGH)
Demonstrates biases or prejudices
Does not mention cultural
Suggests examples of
Strives to include learners in the
against diversity;
differences;
accommodation;
community of learners;
Expresses awareness of cultural
Committed to learning about
differences.
cultures and community;
Global Points
Points
REFLECTS
ON THE PROCESS
(MTS10A)
REFLECTS ON
STANDARDS AND
ORGANIZING THEMES
(TO BE INCLUDED IN
PORTFOLIO)
(MTS10A)
WRITING IS
COHESIVE
&
THOROUGH
(7E)
WRITTEN
COMMUNICATION
(7DE)
Not Proficient
1 Global Point
0-11
Describes personal experiences that
do not relate to the philosophy
statement;
Includes little or no actual reflection
on standards and organizing themes.
Marginal
2 Global Points
12-15
Occasionally reflects on some
changes at a concrete level;
demonstrates some
examination of learning
theory, but only loosely ties it
to personal development.
Evolving/Proficient
3 Global Points
16-18
Reflects on changes in personal
beliefs about teaching and
learning; explores relationships
between learning theories and your
own ideas about learning.
Reflection on standards and
indicators is omitted; or reflection is
superficial and lacks relationship to
the theoretical;
Fails to address organizing themes
or standards;
Lists some standards and
indicators, but reflection lacks
depth; briefly mentions the
relationship of the standard to
the teaching process;
Mentions organizing themes
but does not discuss them;
Relates the assignment to some of
the standards and indicators;
occasionally reflects on the
relationship of the standard to the
teaching process;
Partial answers; lacks clear
understanding.
Answers to individual pieces;
lacks cohesion; the reader
often must reread to
understand your beliefs; some
portions of the assignment are
not fully addressed.
Addresses assigned tasks
cohesively and thoroughly;
Uses examples to illustrate points;
the reader readily understands your
beliefs and the influence of other
theorists..
MANY SIGNIFICANT ERRORS;
NOT COLLEGE LEVEL
WRITING.
Re-write may be required in order
to be given credit for the paper;
More than 3 significant errors;
(fragments and run-on
sentences); many minor
errors) (spelling, punctuation,
diction)
1-2 significant errors(fragments
and run-on sentences); no more
than 3 - 5 minor errors (spelling,
punctuation, diction)
.
Total Points
Global points____________/32 points
Total Points ____________/160
Describes how the project assists in
meeting two or three organizing
themes; give examples.
Commendable
4 Global Points
19-20
Abstractly reflects on changes in
your beliefs about teaching and
learning over the course of your
education; describes developing
awareness of change; includes
learning theories in the reflection;
recognizes that changes will
continue based on future
experiences
Reflects specifically on standards
and indicators, discussing how the
project addresses the standard and
indicator; Considers how meeting
the standards relate to being a
teacher;
Describes how the project assists in
meeting the four organizing themes;
gives insightful examples; (active
learning, communities of learners,
facilitating learning, and
collaboration)
Broadly and specifically addresses
the assigned task. Has a strong voice
and answers the questions in the
assignment completely and
abstractly; is audience-appropriate;
the reader develops insight into the
beliefs and theories that you
describe.
No significant errors (fragments
and run-on sentences); no more than
3 minor errors (spelling,
punctuation, diction)
160 points