A. Brief description of the assessment and its use in the program
Students participated in a two week field experience as part of their professional seminar
prior to student teaching. The teacher candidate was evaluated on her or his effect on
student learning by the cooperating teacher.
B. Description of how this assessment specifically aligns with the standards
The grading rubric that is used to evaluate the reflection paper strongly aligns with select
NSTA standards:
NSTA Standards
1.Content 1.a. - Understand and can successfully
convey to students the major concepts, principles,
theories, laws, and interrelationships of their fields
of licensure and supporting fields as recommended
by the National Science Teachers Association.
2.Nature of Science 2. c. - Engage students
successfully in studies of the nature of science
including, when possible, the critical analysis of
false or doubtful assertions made in the name of
science.
3.Inquiry 3. b. - Engage students successfully in
developmentally appropriate inquiries that require
them to develop concepts and relationships from
their observations, data, and inferences in a
scientific manner.
4.Issues 4. b. - Engage students successfully in the
analysis of problems, including considerations of
risks, costs, and benefits of alternative solutions;
relating these to the knowledge, goals and values of
the students.
Lab Report Grading Rubric
Content: Content of lesson followed guidelines
established and supported by professional
organizations
Science: Students scrutinized and investigated
results and findings of experiments and
classroom activities
Inquiry: Students were engaged and incorporated
scientific inquiry during lab experiences
Issues: Students analyzed issues related to the
lesson and apply results to society
Grading Rubric
Effect on Student Learning
Rubric is used to evaluate the effect on student learning by the teacher candidate. It will be
used with the evaluation completed by the cooperating teacher and the teacher candidate.
Criteria
Exemplary (3)
Content: Content
of lesson followed
guidelines
established and
supported by
professional
organizations
Science: Students
scrutinized and
investigated
results and
findings of
experiments and
classroom
activities
Inquiry: Students
were engaged and
incorporated
scientific inquiry
during lab
experiences
Content guidelines
were clearly
apparent and
followed explicitly
Guidelines were
apparent and
clearly followed
Guidelines were
present but minor
liberties were
taken
The link to the
guidelines was
poor and hardly
present
Results from
selected activities
were carefully
interpreted and
critically analyzed
Results from
activities were
interpreted and
analyzed to a high
degree
There was some
degree of
interpretation and
analysis of
classroom
activities
There was little
processing of
classroom
activities
Student results of
lab experiences
demonstrate a
complete
understanding and
application of
scientific inquiry
Students
demonstrated the
ability to analyze
all elements of
the problems and
accurately applied
the results
Student results
show a strong
understanding and
application of
scientific inquiry
Student results
show a basic
understanding and
application of
scientific inquiry
Students results
showed little if any
knowledge of
scientific inquiry
Students analyzed
important
elements of the
problems and
accurately applied
the results
Students analyzed
most elements of
the problems and
applied the results
Students provided
little analysis of
the problems and
had little
application of the
results
Issues: Students
analyzed issues
related to the
lesson and apply
results to society
Superior (2)
Satisfactory (1)
Unsatisfactory (0)