Assignment5:TeacherInquiryProjectScoringGuide
1.CONTEXT
(Introduction)
PerformancePrompts
2-Met
Candidateincludes
superficialcontextual
variableswithoutanalysisof
howtheyinfluenceteaching
andlearning.
Candidateincludes
descriptionsofthe
districtandclassroom
focusingtheanalysis
onpossiblelimitations
totheteachingand
learningprocess.
Noevidenceof
analysisofcontextual
variablesthatmay
affectlearning.
2.Descriptionandanalysisofindividual
learnersanddifferencesincluding
race/ethnicity,culture,language,personal
interests,academicprogress,andlevelof
familyinvolvement.
Candidatework
Candidatedescribeslearners
containslittleorno
clinicallyrelyingonlyupon
evidenceofindividual
scores/psychometricdata.
learnercharacteristics.
PerformancePrompts
2.PLANNINGAND
DELIVERYOF
INSTRUCTION
(Methods)
1-NotMet
1.Analysisofcommunity,district,school,
classroomlevelvariablesthatmayaffect
teachingandlearning.
3.Analysisofindividualstudentprior
knowledgebasedonpre-assessmentdata
gatheredinrelationtotargetsforlearning.
0-NoEvidence
1.Targetsforlearningarealignedto
appropriatestandards
Noevidencethat
candidatehas
analyzedprior
knowledgeneededfor
academicsuccess.
Candidatehasanalyzedprior
knowledgeneededfor
academicsuccessbuthas
notincludedcontextual
factorsorassessmentdata.
0-NoEvidence
1-NotMet
Noevidenceof
alignmentwith
standards.
Minimalevidenceof
alignmentwithstandards.
Candidatedescribes
individuallearners
includingboth
sociologicalfactors
andacademic
information
Candidatehas
analyzedprior
knowledgeneededfor
academicsuccess
includingcontextual
factorsorassessment
datafortheclassin
generalwithout
attentionto
subgroups.
2-Met
Standardsarenoted
andlooselyconnected
withcontentofunit.
3-Exceeds
Candidateprovidesdescriptive
narrationofthecommunity,
district,schoolandclassroomand
analyzeshoweachinfluences
planning,teachingandlearning
andincludesplanstomakeuseof
contextualfactorsinincrease
studentachievement.
Candidatedescribesindividual
learnersincludingsociological
factors,andacademic
informationandanalyzeshow
eachaffectsthelearningprocess.
Candidatehasanalyzedprior
knowledgeneededforacademic
successincludingcontextual
factorsorassessmentdataforall
studentswithspecificplansfor
thoseinsubgroups.
3-Exceeds
Standardsarenotedandclearly
connectedandalignedwith
contentofunit.
Standardsarenoted
andlooselyconnected
withcontentofunit
andthelearning
targets.
Noevidencetheuseof
standardsguidethe
planning,teachingand
learningprocess.
Minimalevidenceof
understandinganduseof
standards-basedinstruction.
Candidatedoesnot
considercontextin
choosingunitcontent
Candidateconsiderstexts
andreadilyavailable
resourceswhenmakingunit
contentdecisions.
Candidatehasnot
includedlearning
targetsfortheunit.
Learningtargetsare
misalignedwithunitgoals
andcontentstandardsor
havenoconnectiontothe
students'priorclassroom
experiences
5.Targetsforlearningrepresentavarietyof
kindandcomplexity.
Therearenolearning
targets.
Targetsfocusexclusivelyon
onetypeofgoal(e.g.,
conceptattainmentor
application),orarepoorly
writtenandunclear.
Targetscontaingoals
thataddressboth
conceptattainment
andapplicationof
knowledgeandskills,
buttargetslacksome
clarity.
Targetcontainswell-writtenand
appropriatelybalancedgoalsfor
bothconceptattainmentand
applicationofknowledgeand
skills.
6.Unitcontent,instructionalmethods,and
learningactivitiesdevelopacademic
language.
Noevidenceof
academiclanguage
development.
Minimalevidenceof
attentiontoappropriate
academiclanguageinthe
unitdevelopment.
Academiclanguage
developmentappears
intheunitcontent,
andindividuallesson
plans.
Academiclanguagedevelopment
appearsintheunitcontent,
individuallessonplans,and
studentactivitieswithevidence
ofassessment.
2.Appropriatecontentstandardsareusedto
guideplanning.
3.ContextandLearnerinformationinforms
thedevelopmentofunitgoalsandcontent.
4.Cleartargetsforlearningarealignedwith
studentpriorknowledge.
Candidateconsiders
availableresources,
districtandschool
goalswhenmaking
decisionsaboutgoals
andcontent.
Learningtargetsare
alignedtounitgoals
andcontent
standards,and
connecttoprior
learningand
experiences.
Standardsarenotedandclearly
connectedwithcontentofunit
andthelearningtargetsleadto
academicprogress.
Candidateusesclassroom
resources,knowledgeof
communityandlearnerneeds,
andCCSStodecideonunitgoals
andcontentdecisions.
Learningtargetsarealignedto
unitgoalsandcontentstandards,
connecttopriorlearningand
experiences,andarewrittenin
languageaccessibleforstudents.
7.Instructionalstrategiesarealignedwith
theneedsofthelearnerandinclude
appropriatedifferentiation.
Instructionalstrategies
arenotalignedwith
theneedsofthe
learnerandno
differentiationis
present.
Instructionalstrategiesare
emergingandloosely
alignedwiththeneedsof
thelearnerwithemerging
differentiationin
presentation.
Instructionalstrategies
areappropriatefor
thelearningtargets
anddiscipline,and
aligntothe
developmentallevelof
thelearnerswith
somedifferentiationin
presentationand
studentwork.
8.Multipleinstructionalstrategiesalignwith
learningtargets,thediscipline,andare
compatibletodevelopmentallevelofthe
learner.
Instructionalstrategies
areinappropriatefor
thelearningtargets,
discipline,and
developmentallevelof
thelearners.
Instructionalstrategiesare
inappropriateforthe
learningtargets,or
discipline,butaligntothe
developmentallevelofthe
learners.
Instructionalstrategies
arelimitedwithinthe
unitbutare
appropriateforthe
learningtargetsand
discipline,andalignto
thedevelopmental
levelofthelearners.
Instructionalstrategiesarevaried
withintheunitandlessonsand
areappropriateforthelearning
targetsanddiscipline,andalign
tothedevelopmentallevelofthe
learners.
9.Technologyisusedtoenhancelearningas
appropriate.
Noevidenceof
technologyintegration
oruseoftechnology.
Evidenceofminimaluseof
technology,butnoclear
connectiontolearning
enhancement.
Evidenceof
technologyusethat
enhancesthelearning.
Clearevidencethatuseof
technologythatstrengthens
lessondelivery,enhancesthe
learningofallstudentsand
supportslearningtargets.
Noformative
assessmentused.
Formativeassessment
limitedtoquizzesand
providenoqualitative
feedbacktolearners.
Formativeassessment
usedregularlybut
limitedtostrategies
thatprovide
informationonlyto
theteacher.
Formativeassessmentused
regularlyandincludemultiple
opportunitiesforlearnerstoget
specificinformationneededto
progresstowardtarget.
10.Formativeassessmentsupportsstudent
progresstowardstandardsandlesson
learningtargets.
Instructionalstrategiesare
appropriateforthelearning
targetsanddiscipline,andalign
tothedevelopmentallevelofthe
learnerswithdifferentiation
presentinlessondelivery,
studentworkandassessment.
11.Asappropriate,collaboratewithfamily,
otherprofessionals,andparaprofessionals.
(collaborationaroundplanningand
implementation)
PerformancePrompts
Noevidenceof
collaboration.
0-NoEvidence
Evidenceofminimal
collaborationwithother
professionalsorspecialists,
butnoexplanationabout
howsuchworkaffects
teachingandlearning.
1-NotMet
Evidenceof
collaborationwith
familyandother
buildingpersonnel,
withsomeexplanation
abouthowsuchwork
affectsteachingand
learning.
2-Met
Evidenceofeffective
collaborationwithfamilyand
otherbuildingpersonnel,with
clearexplanationabouthowsuch
workaffectsteachingand
learning.
3-Exceeds
Triangulatedassessmentplanalignswithstatedlearningtargets,goals,andobjectives.
1.Postassessmentsaretightlyalignedwith
pre-assessmentdatainordertodetermine
studentlearninggains.
3.Assessment
(Methods)
Chosenassessments
arenotalignedand
dataarenotreliable.
There-assessmentandpostassessmentareonly
marginallyalignedandthere
arelargedifferencesmaking
comparisonsbetweenthe
twoverydifficult
Thepre-assessment
andpost-assessment
aremostlyaligned
thoughthereare
somedissimilarities
thatmake
comparisonsdifficult
Thepost-testisobviouslyaligned
tothepre-testandany
differencesareobviouslyparallel
makingcomparisonsbetween
themaccurateandapparent,
allowinggainstobecomputed.
Triangulatedassessmentplanistightlyalignedinordertodeterminestudentlearninggains.
2.Assessmentitemsareclearandfreefrom
ambiguityandbias.
Noassessmentitems
areprovidedfor
analysis
Therearemanyassessment
itemsthatareunclear,
incomplete,ambiguousand
potentiallybiased
Almostallassessment
itemsareclear,
complete,andfree
fromambiguityand
bias
Allassessmentitemsareclear,
complete,andfreefrom
ambiguityandbias
Assessmentplansprovidesmultipleperspectivesonstudentlearning,isclearandfreefromambiguity,andprovidesaholisticpictureofwhatstudentshaveor
havenotlearned.
3.Assessmentsareappropriately
differentiatedtomeettheneedsofthe
learner
Noevidenceof
differentiationof
assessmentsis
provided
Assessmentsare
differentiatedbylimiting
contentandlowering
contentstandards.
Assessmentsare
differentiatedbythe
allowanceof
additionaltimeonly
andisprovidedonly
forlearnersin
designatedsubgroups
4.Assessmentcontentisvalid.
Noevidencethatthe
assessmentcoversthe
fullextentofthe
contentofthework
sample.
Assessmentcoversthe
contentoftheworksample
butunevenlyand
inappropriatelyforthe
contentemphasizedinthe
worksample.
Assessmentcoversthe
fullcontentofthe
worksampleevenly,
butquestionsarenot
alwaysreflectiveof
thecontent
emphasized.
Assessmentcoversthecontentof
theworksampleevenly,and
questionsarereflectiveofwhat
wasemphasized,butassessment
isunlikelytocapturethefull
rangeofpossibleresponses.
0-NoEvidence
1-NotMet
2-Met
3-Exceeds
Analysisofdataisfaultyand
incomplete.
Dataanalysiscontains
accuratedataand
narrativeexplanation
ofresults.
Dataanalysiscontainsaccurate
quantitativedataandappropriate
narrativeexplainingthosedata
alongwithpossiblereasonsfor
thoseresults.
Subgroupanalysisisnot
accurateorreflectiveof
assessments.
Subgroupanalysisis
accurateandincludes
preandpost
assessments
representingall
learningoutcomes.
Subgroupanalysisis
quantitativelyaccurateand
includesqualitativeexplanation
ofresultsalongwithrationaleof
learning.
Analysisoflearninggainsis
limitedtoquantitativedata
onfinalassessment.
Analysisofindividual
learninggainsforeach
studentcontainsdata
onbothassessments
foralllearninggoals.
Analysisofindividuallearning
gainsisaccurate,andprovided
foreachstudentforalllearning
goalsusingpre-andpost-
assessments.Narrative
explanationsofdatacontain
rationaleforresults.
PerformancePrompts
1.Wholeclassanalysisofdatareflecting
learninggainsacrosstriangulatedassessment
dataforeachidentifiedlearningoutcome.
4.Analysisofdataon
LearningGains
(Results)
2.Subgroupassessmentdataprovidedand
analyzedtoevaluateachievement.
3.Analysisofindividualstudentdata
reflectinglearninggainsacrosstriangulated
assessmentdataforeachidentifiedlearning
outcome.
PerformancePrompts
Noanalysisofdata.
Thereisnosubgroup
learninganalysis.
Thereisnoanalysisof
learninggainsforeach
student.
0-NoEvidence
1-NotMet
2-Met
Assessmentsaredifferentiatedin
contentand/ordeliveryas
appropriateforgroupsor
individualstudents.
3-Exceeds
1.Interpretationandreflectionofwhole
grouplearning.
2.Interpretationandreflectionofsubgroup
learning.
Noevidenceof
refectionon
assessmentofstudent
learning
Noevidenceof
reflectionoranalysis.
5.Interpretationand
reflection
(Discussion)
3.InterpretationandreflectionofIndividual
Studentlearning.
4.Communicatelearninggainstostudent
andfamily.
Noevidenceof
reflectionoranalysis.
Noevidenceof
communicationto
studentorfamily.
Minimalevidenceof
reflectiononwholeclass
andlearningisincluded.
Analysisofwholeclass
learninggainsisclear,
includesanalysisof
sub-groups,and
narrativetoexplain
gainsandany
discrepanciesbetween
wholeclassand
identifiedsub-group(s)
learninggains.
Highqualityevidenceofstudent
learningisincluded,and
demonstratesknowledgeof
studentgainsforwholeclassand
identifiedsub-group(s),and
reflectsondiscrepanciesand
criticallyconsiderswaysto
addressthegapinsubsequent
instruction.
Minimalevidenceof
reflectionandanalysisof
subgrouplearningis
included.
Analysisofindividual
learninggainsisclear,
includesanalysisof
data,andnarrativeto
explaingainsandany
inconsistenciesin
subgroup
performance.
Highqualityevidenceofstudent
learningisincluded,andnarrative
demonstratesknowledgeof
subgroupgainsandcritically
considerswaystoaddress
effectivesubsequentinstruction.
Minimalevidenceof
reflectionandanalysisof
individuallearningis
included.
Analysisofindividual
learninggainsisclear,
includesanalysisof
data,andnarrativeto
explaingainsandany
inconsistenciesin
learnerperformance.
Highqualityevidenceofstudent
learningisincluded,andnarrative
demonstratesknowledgeof
individualstudentgainsand
criticallyconsiderswaysto
addresseffectivesubsequent
instruction.
Communicationwith
studentsandorfamiliesis
minimalandbroad,in
addressingtheentireclass.
Communicationwith
studentsandfamilies
isclear,andprovides
informationthatwill
allowstudentsand
familiesto
acknowledgegrowth
andareasfor
attention.
Communicationwithstudents
andfamiliesisclear,and
demonstratesadesiretopartner
withthestudentandfamilyto
promotelearninggains,and
includesindividualstudentneeds.
5.Reflectionoftheunitrelativetolearning
goalsfor:wholeclass,individualstudent,and
sub-group(s)
Noevidenceof
reflectionontheunit.
6.Reflectiononself,consideringfuture
professionaldevelopment
Noevidenceofselfassessmentor
identificationofareas
forgrowth.
Reflectionontheunitis
included,butdoesnot
criticallyconsiderthe
learninggains.
Writingreflectsminimalselfreflectionandfocuseson
studentissues.
Reflectionoftheunit
isincludedaswellasa
discussionoflearning
gains,butlacksdepth,
orusesbroad
statements.
Writingreflects
awarenessof
strengthsand
weaknesseswith
considerationof
futureprofessional
development.
Thoroughreflectionontheunit
includesdiscussionofthe
learninggainsofalllearners,and
demonstratesknowledgeof
culturalandacademicdiversity.
Highqualitynarrativethat
demonstratesdeepself-reflection
thatacknowledgesstrengths
shownintheunitandidentifies
specificareasforgrowth.Includes
clearstrategies.