M.S. in Education
Assessment in the Major Report
By Dr. Renee Chandler, Program Director
2014-15
Submitted: October 2015
Table of Contents
Previous Goals and Evidence.............................................................................................................................................................................................. 2
Outcomes of Previous Assessments.................................................................................................................................................................................... 3
Questions to Be Answered from This Year’s Assessment ................................................................................................................................................. 3
Methods Used to Gather Data ............................................................................................................................................................................................. 4
Number of Students Involved ............................................................................................................................................................................................. 4
Level of Students ................................................................................................................................................................................................................ 4
Data Analysis Techniques................................................................................................................................................................................................... 5
Analysis of Data .................................................................................................................................................................................................................. 5
How Results Are Shared with Key Stakeholders ............................................................................................................................................................. 17
Plans for Improvements Based on Results........................................................................................................................................................................ 17
Appendix A: MSE Benchmarks........................................................................................................................................................................................ 18
Appendix B: Scoring Rubric for MSE Program Application ........................................................................................................................................... 19
Appendix C: MSE Rubric for Portfolio ............................................................................................................................................................................ 20
Education AIM Report 2014-2015
Page 1
Previous Goals and Evidence
1
2
2014-15 Goals
Evidence towards meeting goals or rationale for abandoning:
To maintain the healthy enrollment of the M.S. Education program and
explore opportunities for growth, the Program Director will work directly
with the integrated marketing unit on campus. The goal will be to create
and implement a marketing plan that will draw prospective students from
appropriate fields.
Results shared in this report indicate that writing skills are an area of
relative concern for M.S. Education students at UW-Stout. Writing is an
integral component of the M.S. Education program and students are held to
high standards in the area of writing. The program director has been
working with instructors and the Graduate School to develop ways to
identify struggling writers early in the program so that they can be guided
to appropriate services and interventions. The program director will
continue to identify tools to help students with their writing (e.g., online
tutoring, video tutorials, etc.) and promote these tools with the instructors
and the students.
The program director met with the Marketing Director and developed a
marketing plan. A new landing page was created for the program that will
enter all prospective students into the Hobson’s system. Letters from the
program director have been written and are sent to prospective students via
Hobsons.
All students in the MS Education program now have access to online
writing tutoring through Brainfuse. This service is available through all
Learn@UWStout course sites. Instructors are encouraged to remind
students to use this resource. In EDUC-780 Action Research, students are
required to submit at least one draft of their research paper to Brainfuse for
feedback.
Education AIM Report 2014-2015
Page 2
Outcomes of Previous Assessments
Since 2011, the M.S. Education program has been reporting data similar to what is found in this report. Prior to 2010, data available was limited to
enrollment data, follow-up surveys, and portfolio ratings. Fall 2011 marked the start of the implementation of a revised program which provides a
much richer level of data than what was previously available.
Three levels of benchmark criteria are outlined in the assessment plan (see Appendix A). Assessment measures critical to these benchmarks that are
addressed in this report include:
 ratings of application essays by Program Director
 ratings of applicants to the program by recommenders identified by the applicant
 e-Portfolio ratings
 results of alumni and employer follow-up surveys
In addition to the items listed above, this report also includes 2014-2015 demographic data for the M.S. Education program.
Questions to Be Answered from This Year’s Assessment
The 2014-2015 assessment report will focus on data which addresses the following questions:
 Demographic data: Who are the students in the M.S. Education program?
 Ratings of application essays: What do we know about the students’ philosophies, goals, and writing skills as they enter the M.S. Education
program?
 Recommender ratings of applicants: What are the perceived strengths and weaknesses of our students as they enter the program?
 Portfolio data: How are students performing relative to the National Board Standards?
 Alumni and employer follow-up surveys: What knowledge, skills, and dispositions do our graduates and their employers feel they gained
from the program?
Education AIM Report 2014-2015
Page 3
Methods Used to Gather Data





Demographic data: The UW-Stout Fact Book and other databases on campus have been used to generate the section of this report dedicated
to demographic data.
Ratings of application essays: As the M.S. Education program-specific applications are processed, the Program Director rates each essay
using the rubric presented in Appendix B. Essay responses are rated on a scale of 0 (Unsatisfactory) to 3 (Proficient/Distinguished) on seven
different factors: 1. Philosophy of Education; 2. Goals as an Educator; 3. Commitment to Learning; 4. Commitment to Excellence; 5. Respect
for Others; 6. Mechanics; and 7. Overall impression. Each of these areas is aligned with the National Board Standards.
Ratings by applicant-identified recommenders: Recommenders complete a brief online survey that rates the students on scholastic aptitude
for graduate studies, writing skills, commitment to learning, commitment to excellence, respect for self, respect for others, and efforts to
create a learning environment in which all can learn.
Portfolio: All students in the MSE program complete a required course in which they submit a Professional Portfolio. The portfolio is rated
by the instructor of EDUC-790 according to the rubric presented in Appendix B. The five areas of assessment align with the National Board
Teaching Standards: 1. Commitment to learners and learning; 2. Content knowledge and content-specific pedagogy; 3. Managing and
monitoring student learning; 4. Systematic reflection and lifelong learning; and 5. Collaboration and participation in learning communities.
The portfolios were scored directly on the Chalk and Wire system on which they were created, allowing for efficient data collection and
analysis.
Alumni and employer follow-up surveys: An online survey is sent to one-year and five-year graduates of the program. Participants respond
to questions about their experience in the program and how it has impacted them professionally.
Number of Students Involved
The enrollment data presented includes 132 students enrolled fall 2014 through spring 2015.
Level of Students
Only graduate students were involved in the collection of data presented in this report.
Education AIM Report 2014-2015
Page 4
Data Analysis Techniques
Information collected is organized in tables. Where appropriate, descriptive statistics have been used to analyze the data.
Analysis of Data
Enrollment Data
There were 132 students from 22 states and 2 countries (US, HKG) enrolled fall 2014 through spring 2015 in the M.S. Education program. The
characteristics of the students are summarized in the graphics below (N=132 PARQ data). Average GPA: 3.85.
13 fall 2014 graduates
1 winterm 2015 graduate
16 spring 2015 graduates
Education AIM Report 2014-2015
Page 5
Application to Program: Essay Ratings
As part of the application to program, all applicants write an essay in response to the following prompt: “Attach a statement of approximately 500
words (not to exceed 3 double spaced typewritten pages) which describes your philosophy of education and your goals as an educator. The statement
should clearly give examples of your commitment to learning, your commitment to excellence, and your respect for others. Your statement of
purpose may also include indications of your efforts to create a learning environment in which all can learn and reference other accomplishments that
make you a particularly good candidate for admission to this program. Remember, your personal statement is a very important part of your
application. Proper use of grammar and correct spelling are expected.”
Each essay is read and scored according to the rubric in Appendix B. The mean scores assigned by the program director for 2014-2015 applicants are
summarized in the table and graph below:
2.6
2.5
Area
Average Score
2.4
Philosophy of Education
Goals as an Educator
Commitment to Learning
Commitment to Excellence
Respect for others
Mechanics
Overall impression
2.34
2.43
2.53
2.21
2.47
2.57
2.23
2.3
2.2
2.1
2
Philosophy of Education
Goals as an Educator
Commitment to Learning
Commitment to
Excellence
Respect for others
Mechanics
Overall impression
The average scores for all areas were between the “Basic/Proficient” and “Proficient/Distinguished” catergories. Mechanics was slightly higher than
the other average scores. This may be because applicants used extra care proofreading the document knowing that accuracy was important. Some
applicants may have also had other individuals proofread their essay prior to submission.
Education AIM Report 2014-2015
Page 6
Application to Program: Recommender Ratings
Applicants to the M.S. Education program provide contact information for two or three recommenders who are familiar with their work.
Recommenders are sent a link to an online survey where they are asked to rank the candidates on seven different criteria. Recommenders are also
invited to provide additional comments.
The data for the applicants for fall 2014 and spring 2015 are summarized below.
Question
1. Scholastic Aptitude for Graduate
Studies
2. Writing Skills
3. Commitment to Learning
4. Commitment to Excellence
5. Respect for Self
6. Respect for Others
7. Efforts to Create a Learning
Environment in Which All Can
Learn
Unsatisfactory/Emerging
1
Basic
2
Proficient
3
Distinguished
4
Responses
Mean
0
3
52
83
138
3.58
0
0
0
0
0
4
0
3
1
0
71
21
23
23
18
63
117
112
114
120
138
138
138
138
138
3.43
3.85
3.79
3.82
3.87
0
1
24
113
138
3.81
The most significant finding from the recommender ratings is a relative weakness in the area of writing for many of our candidates.
Education AIM Report 2014-2015
Page 7
MSE Portfolio Results
Students create an e-portfolio as part of the EDUC-790 Professional Portfolio. Starting spring 2010, the instructor of the course evaluated each
portfolio using the rubric included in Appendix B. Students were rated according to the following scale:
1 = Unsatisfactory/Emerging
The individual does not yet appear to have the knowledge or skills underlying the area. Fundamental knowledge
or skills are required. Performance is below expected level for a beginning teacher.
2 = Basic:
Beginning knowledge and skill development is evidenced, often due to limited education or experience in the area.
Some teaching and supervision are required.
3 = Proficient:
The individual exhibits knowledge, proficiency, and competence in most aspects of the area. The individual may
seek consultation, professional development, or assistance in some aspects of the area.
4 = Distinguished:
Advanced knowledge and skill development are evidenced in the area. Individuals with this level of skill and
knowledge can teach, mentor and/or supervise others in this domain area.
Mean scores for each of the five areas are presented in the table below.
Education AIM Report 2014-2015
Page 8
Areas (Adapted from National Board for Teaching Standards)
1. Commitment to Learners and Learning
a. Understanding of how students develop and learn, respect for differences and belief that all students can learn is indicated by
evidence of differentiation of instruction to meet the diverse needs of learners.
b. Evidence of a thorough understanding of the school, family, and community contexts is indicated by evidence of how
contextual factors influence instruction and collaboration with the professional community.
2. Content Knowledge and Content Specific Pedagogy
a. Content knowledge if indicated by evidence of mastery of the subject(s) taught.
b. Knowledge and application of theories related to pedagogy and learning is indicated by evidence of the use of a broad range
of instructional strategies and an explanation of the choices made in practice.
c. Pedagogical expertise is indicated by evidence of the use of instructional and adaptive technologies to improve student
learning.
3. Managing and Monitoring Student Learning
a. Thorough understanding of the major concepts and theories related to assessing student learning indicated by evidence of
the use of a range of strategies to assess individual students and group.
b. Thorough understanding of student learning is evidenced by an analysis of student, classroom and school performance at
multiple points.
c. Managing and monitoring student learning is indicated by evidence of the use of assessment data to make data-driven
decisions.
4. Systematic Reflection and Lifelong Learning
a. Systematic reflection is evidenced by continuous examination of own practice.
b. Systematic reflection and learning is evidenced by development and monitoring of professional development goals.
c. Lifelong learning is evidenced by the application of research, analysis of self-performance assessment data, and reflection to
improve practice.
d. Awareness of, and the ability to critically analyze current educational research, issues and policies is indicated by evidence
of how research and policies have affected practice.
5. Collaboration and participation in learning communities
a. Professionalism is indicated by evidence of effective collaboration with families, colleagues, and communities to improve
student learning.
b. Evidence is provided of active membership in professional associations.
Education AIM Report 2014-2015
Fall 2014
N=16
Spring 2015
N=21
3.56
3.08
3.19
3.17
3.56
3.77
3.85
3.25
3.77
3.36
Page 9
Results of Alumni Follow-Up Surveys
One and five year graduate follow up studies were conducted. The Office of Planning, Assessment, Research and Quality (PARQ) provided
summaries of the reports to the program director. The number of respondents to the surveys was low such that statistically meaningful conclusions
cannot be drawn. The few graduates and employers who did respond gave responses that indicated a general satisfaction with the M.S. Education
program at UW-Stout. The open-ended results of the survey supported this premise as well.
Year Graduated
2008
UW-Stout Graduate Five-Year Follow-Up: MSE Program
(1=Very Dissatisfied 2= Dissatisfied 3=Satisfied 4=Very Satisfied)
1. Writing Effectively
2. Speak or Present Ideas Effectively
3. Listen Effectively
4. Utilize Computing and Digital Technology
5. Use Analytic Reasoning
6. Solve Problems Creatively
7. Critically Analyze Information
8. Appreciate and Understand Diversity
9. Develop Global Perspective
10. Organize Information
11. Make Decisions
12. Consider the Ethics of My Profession
13. Work in Teams
14. Lead Others
15. Understand Statistics
16. Identify Future Career Options
17. Develop Resume/Portfolio
18. View Community Service as My Social Responsibility
19. Mentorship by Faculty
20. Program Instruction
21. Availability of Faculty
22. Course Availability (In Terms of Program Sequence)
23. Academic Advising
Education AIM Report 2014-2015
N
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
Mean
3.40
3.20
3.40
3.80
3.40
3.40
3.80
3.40
3.20
3.80
3.40
3.40
3.80
3.40
3.40
3.40
3.60
3.00
3.80
3.60
3.60
3.80
3.40
Page 10
Results from the UW-Stout Five-Year and One-Year Follow-Up Survey and the Program-Specific survey are summarized in the tables on the
following pages.
Year Graduated
2008
MSE Program Specific Five-Year Follow-up Survey
(1=Strongly Disagree, 5=Strongly Agree)
Please rate the degree the program prepared you to:
1. Understand the content and central concepts of the discipline I teach.
2. Create meaningful learning experiences based on my content knowledge.
3. Effectively teach language arts including phonics (PK-6, Special Education,
and Reading Teacher licenses only).
4. Effectively teach math skills (PK-6, Special Education and math license only).
5. Provide instruction that supports student learning and their intellectual, social
and personal development.
6. Create instructional experiences adapted for students who learn differently.
7. Use my knowledge of minority group relations to create appropriate
instruction for diverse groups.
8. Modify curricula when instructing students with disabilities.
9. Use a variety of learning strategies to encourage critical thinking and problem
solving.
10. Create a learning environment that encourages positive social interaction,
active engagement in learning and self-motivation.
11. Resolve conflicts between students and between students and staff.
12. Assist students in learning how to resolve conflicts.
13. Deal with crises or disruptive situations.
Education AIM Report 2014-2015
N
Mean
6
4.33
6
4.67
3
4.67
2
4.50
6
4.67
6
4.33
6
4.50
6
4.33
6
4.50
6
4.67
6
4.33
6
4.17
6
4.00
Page 11
14. Use effective communication techniques, media and technology to foster
active inquiry, collaboration and supportive interaction in the classroom.
15. Use instructional technology to enhance student learning.
16. Plan instruction based on knowledge of subject matter, students, the
community and curriculum goals.
17. Use formal and informal assessment strategies to evaluate student progress.
18. Use assessment tools for students with disabilities.
19. Use developmental, multiple and measurable assessment tools to assess
student learning over time.
20. Use assessment grounded in research and based on best practices in
education.
21. Use assessment tools with identified benchmarks or levels of proficiency.
22. Analyze students, classroom, and school performance data; make datadriven decisions about strategies for teaching and learning.
23. Reflect on teaching and evaluate the effects of choices and actions on
students, parents, and others.
24. Assess and analyze student learning, make appropriate adjustments to
instruction, monitor student learning, and develop and implement meaningful
learning experiences to help all students learn.
25. Foster relationships with colleagues, parents and the community to support
student learning and well-being.
Education AIM Report 2014-2015
6
4.33
6
4.33
6
4.50
6
4.50
6
3.83
6
4.00
6
4.17
6
4.17
6
4.33
6
4.50
6
4.50
6
4.50
Page 12
Year Graduated
2012
UW-Stout Graduate One-Year Follow-Up: MSE Program
(1=Very Dissatisfied 2= Dissatisfied 3=Satisfied 4=Very Satisfied)
1. Writing Effectively
2. Speak or Present Ideas Effectively
3. Listen Effectively
4. Utilize Computing and Digital Technology
5. Use Analytic Reasoning
6. Solve Problems Creatively
7. Critically Analyze Information
8. Appreciate and Understand Diversity
9. Develop Global Perspective
10. Organize Information
11. Make Decisions
12. Consider the Ethics of My Profession
13. Work in Teams
14. Lead Others
15. Understand Statistics
16. Identify Future Career Options
17. Develop Resume/Portfolio
18. View Community Service as My Social Responsibility
19. Mentorship by Faculty
20. Program Instruction
21. Availability of Faculty
22. Course Availability (In Terms of Program Sequence)
23. Academic Advising
Education AIM Report 2014-2015
N
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
18
16
Mean
3.17
3.11
3.00
3.33
3.33
3.22
3.28
3.33
3.00
3.17
3.11
3.44
3.22
2.94
2.78
2.78
2.89
2.72
3.61
3.56
3.56
3.67
3.40
Page 13
MSE Program Specific One-Year Follow-up Survey
(1=Strongly Disagree, 5=Strongly Agree)
Please rate the degree the program prepared you to:
1. Understand the content and central concepts of the discipline I teach.
2. Create meaningful learning experiences based on my content knowledge.
3. Effectively teach language arts including phonics (PK-6, Special Education, and
Reading Teacher licenses only).
4. Effectively teach math skills (PK-6, Special Education and math license only).
5. Provide instruction that supports student learning and their intellectual, social and
personal development.
6. Create instructional experiences adapted for students who learn differently.
7. Use my knowledge of minority group relations to create appropriate instruction for
diverse groups.
8. Modify curricula when instructing students with disabilities.
9. Use a variety of learning strategies to encourage critical thinking and problem
solving.
10. Create a learning environment that encourages positive social interaction, active
engagement in learning and self-motivation.
11. Resolve conflicts between students and between students and staff.
12. Assist students in learning how to resolve conflicts.
Education AIM Report 2014-2015
Year Graduated
2012
N
Mean
11
4.55
12
4.58
6
4.33
3
4.67
11
4.64
12
4.33
12
4.58
11
4.45
12
4.58
12
4.67
11
4.00
11
4.00
Page 14
13. Deal with crises or disruptive situations.
14. Use effective communication techniques, media and technology to foster active
inquiry, collaboration and supportive interaction in the classroom.
15. Use instructional technology to enhance student learning.
16. Plan instruction based on knowledge of subject matter, students, the community
and curriculum goals.
17. Use formal and informal assessment strategies to evaluate student progress.
18. Use assessment tools for students with disabilities.
19. Use developmental, multiple and measurable assessment tools to assess student
learning over time.
20. Use assessment grounded in research and based on best practices in education.
21. Use assessment tools with identified benchmarks or levels of proficiency.
22. Analyze students, classroom, and school performance data; make data-driven
decisions about strategies for teaching and learning.
23. Reflect on teaching and evaluate the effects of choices and actions on students,
parents, and others.
24. Assess and analyze student learning, make appropriate adjustments to instruction,
monitor student learning, and develop and implement meaningful learning experiences
to help all students learn.
25. Foster relationships with colleagues, parents and the community to support
student learning and well-being.
Education AIM Report 2014-2015
11
4.00
11
4.55
12
4.33
12
4.42
12
4.50
11
4.00
12
4.25
12
4.25
12
4.17
12
4.25
12
4.42
11
4.36
12
4.17
Page 15
UW-Stout Employer One-Year Follow-Up: MSE Program
(1=Very Dissatisfied 2= Dissatisfied 3=Satisfied 4=Very Satisfied)
1. Writing Effectively
2. Speak or Present Ideas Effectively
3. Using mathematics or statistics
4. Utilization of technologies
5. Creative problem solving
6. Organizing information
7. Critically Analyzing Information
8. Making decisions
9. Working in teams
10. Leadership
11. Interpersonal skills
12. Thinking creatively
13. Ability to plan and complete a project
14. Consistency in meeting deadlines
15. Overall preparation for professional employment
16. Familiarity with current methods required for the position
17. Familiarity with current technologies required for the position
18. Knowledge of specific skills required for the position
Education AIM Report 2014-2015
N
6
6
5
6
6
6
6
6
6
6
5
6
6
6
6
5
6
5
Year Graduated
2012
Mean
4.50
4.67
4.20
4.67
4.67
4.33
4.33
4.67
5.00
4.67
5.00
4.50
4.67
4.17
4.50
4.60
4.67
4.60
Page 16
How Results Are Shared with Key Stakeholders
This report, in its entirety, will be presented at program advisory committee meetings. Because the M.S. Education is an online program, many key
instructors are not available for on-campus meetings. For this reason, the report will also be shared electronically with key instructors who will be
given the opportunity to provide feedback.
Plans for Improvements Based on Results
Data will be shared with key instructors and the program advisory committee. Future agenda items will include a discussion of the data and what
meaningful changes can be made to improve the program. Initial review of the data suggests the following items for improvement:
1. There has traditionally been a low response rate to the graduate follow-up survey. One reason may be that the program-specific survey
includes questions that are clearly focused on PK-12 teachers. Because the population of students in the MS Education program has
changed to include a number of instructional designers and other professionals outside PK-12 education, the program specific survey
should be revised.
2. The 2014-2015 Assessment in the Major report does not include data on student dispositions because no significant data was captured.
For the 2015-2016 year, the disposition review by students and key instructors should be re-instated.
3. Formal assessment data has not been collected on student performance in EDUC-780 Action Research. Although instructors assess
student work and assign grades, a more formal tool would provide program-level data on the resarch component of the program. An
assessment instrument should be created and implemented for this purpose.
Education AIM Report 2014-2015
Page 17
Appendix A: MSE Benchmarks
Benchmark I: Admission to Program
Person Responsible
 Philosophy of Education/Statement of Purpose Review (RUBRIC)
 Official Transcript
 GPA 2.75 from previous institution or transcript review
 Current Resume
 Recommender ratings (3)
Benchmark II: Completion of Assessment for Learning (approx. 10 credits)
MSE Program Director
MSE Program Director
MSE Program Director
MSE Program Director



Disposition self-rating EDUC-729
GPA 3.0 (transcript review)
Disposition review (RUBRIC)
MSE Program Director
Instructor of Assessment for Learning and/or Intro to
Research
Benchmark III: Graduation





GPA 3.0 (transcript review)
Application for Degree Candidacy
“B” or better in EDUC-735 (old program) or EDUC-780 Action Research (revised program)
Disposition review by observer in the field
ePortfolio review (RUBRIC)
o Table of Contents organized by 5 Teacher Standards
o Includes reflective statements for each area of the Portfolio Assessment Rubric
o Includes at least one piece of evidence for each area of the Portfolio Assessment Rubric
Education AIM Report 2014-2015
MSE Program Director
MSE Program Director
EDUC-735 Instructor
Identified by candidate
EDUC-790 Instructor or PD
Page 18
Appendix B: Scoring Rubric for MSE Program Application
Unsatisfactory
0
No evidence
provided by the
candidate.
Emerging
1
Candidate provides some general
statements about education, but
does not articulate a philosophy
of education.
Basic/Proficient
2
Candidate clearly describes
his/her philosophy of education
but does not make effective use of
examples and/or literature to
support their views.
Goals as an Educator
(NBPTS 1, 4; Domain 4)
No evidence
provided by the
candidate.
Candidate provides a weak
statement of goals that are
marginally appropriate for the
program.
Candidate states goals that are
appropriate to their profession,
but the response lacks depth.
Stated goals are consistent with
the goals of the program.
Commitment to Learning
(NBPTS 1,4,5; Domain 4)
No evidence
provided by the
candidate.
Candidate provides a weak
description of his/her
commitment to learning.
Candidate provides adequate
examples of his/her commitment
to learning.
Commitment to
Excellence
(NBPTS 1,4,5; Domain 4)
No evidence
provided by the
candidate.
Candidate provides a weak
description of his/her
commitment to excellence.
Candidate provides adequate
examples of his/her commitment
to excellence.
Respect for others
(NBPTS 1,4,5; Domain 4)
No evidence
provided by the
candidate.
Candidate provides a weak
description of his/her respect for
others.
Candidate provides adequate
examples of his/her respect for
others.
Mechanics
Major errors in
spelling and
grammar
throughout the
essay.
Not a viable
candidate for the
MSE program at
UW-Stout
Errors in spelling and grammar
are a significant detriment to the
essay.
A few minor errors in spelling
and/or grammar.
Proficient/Distinguished
3
Candidate clearly and articulately
describes his/her philosophy of
education using powerful examples
and/or literature to support their views.
Response reflects systematic thinking
about their own practice.
Candidate clearly and articulately states
goals appropriate to their profession.
Response indicates insight that is
highly reflective and based on analysis
of their own practice. Stated goals are
consistent with the goals of the
program.
Candidate clearly and articulately
provides solid examples of his/her
belief in and commitment to all
students’ learning.
Candidate clearly and articulately
provides solid examples of his/her
belief in and commitment to
excellence.
Candidate clearly and articulately
provides solid examples of his/her
belief in and commitment to respect for
others.
Proper grammar and spelling evident
throughout the essay.
A weak candidate who may be
considered for admission to
program, dependent on other
factors.
An adequate candidate who
should be admitted to program
An impressive candidate who should
be admitted to program
Philosophy of Education
(NBPTS 1, 4; Domain 4)
Overall Impression
Education AIM Report 2014-2015
Page 19
Appendix C: MSE Rubric for Portfolio
Portfolio Assessment Rubric
Student Name: _______________________________________
Reviewer: ___________________________________
Student ID #: __________________________
Date: __________________
Reviewer Signature: ______________________________________________________
Unsatisfactory/Emerging: The individual does not yet appear to have the knowledge or skills underlying the area. Fundamental knowledge or skills are required. Performance is below expected level for a
beginning teacher.
Basic:
Beginning knowledge and skill development is evidenced, often due to limited education or experience in the area. Some teaching and supervision are required.
Proficient:
The individual exhibits knowledge, proficiency, and competence in most aspects of the area. The individual may seek consultation, professional development, or assistance in
some aspects of the area.
Distinguished:
Advanced knowledge and skill development are evidenced in the area. Individuals with this level of skill and knowledge can teach, mentor and/or supervise others in this
domain area.
Areas*
Unsatisfactory
1
Basic
2
Proficient
3
Distinguished
4
1. Commitment to Learners and Learning
a. Understanding of how students develop and learn, respect for differences and belief that all students can learn is
indicated by evidence of differentiation of instruction to meet the diverse needs of learners.
b. Evidence of a thorough understanding of the school, family, and community contexts is indicated by evidence of
how contextual factors influence instruction and collaboration with the professional community.
2. Content Knowledge and Content Specific Pedagogy
a. Content knowledge if indicated by evidence of mastery of the subject(s) taught.
b. Knowledge and application of theories related to pedagogy and learning is indicated by evidence of the use of a
broad range of instructional strategies and an explanation of the choices made in practice.
c. Pedagogical expertise is indicated by evidence of the use of instructional and adaptive technologies to improve
student learning.
3. Managing and Monitoring Student Learning
a. Thorough understanding of the major concepts and theories related to assessing student learning indicated by
evidence of the use of a range of strategies to assess individual students and group.
b. Thorough understanding of student learning is evidenced by an analysis of student, classroom and school
performance at multiple points.
c. Managing and monitoring student learning is indicated by evidence of the use of assessment data to make datadriven decisions.
4. Systematic Reflection and Lifelong Learning.
a. Systematic reflection is evidenced by continuous examination of own practice.
b. Systematic reflection and learning is evidenced by development and monitoring of professional development goals.
c. Lifelong learning is evidenced by the application of research, analysis of self-performance assessment data, and
reflection to improve practice.
d. Awareness of, and the ability to critically analyze current educational research, issues and policies is indicated by
evidence of how research and policies have affected practice.
5. Collaboration and participation in learning communities
a. Professionalism is indicated by evidence of effective collaboration with families, colleagues, and communities to
improve student learning.
b. Evidence is provided of active membership in professional associations.
*Note: Areas 1-5 from National Board for Teaching Standards
Education AIM Report 2014-2015
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