NCSS Teacher Work Sample rubric - Assessment #5
Levels/Criteria
Description of
the Context
Exemplary 4
Superior 3
Satisfactory 2
All prompts are fully
addressed and detailed in
descriptive and
appropriate language.
Information from all
sections of contextual
factors is used expertly
predict how these factors
may affect planning,
teaching, and student
learning; well written and
detailed information is
provided in paragraph.
All prompts are addressed
and descriptive in
language. Information from
all sections of contextual
factors is used expertly
predict how these factors
may affect planning,
teaching, and student
learning; well written and
solid information is
provided in paragraph.
All prompts addressed.
Information from all
sections of contextual
factors is used predict how
these factors may affect
planning, teaching, and
student learning; accurate
information is provided in
paragraph.
Unacceptable 1
All prompts are not
addressed. Minimal,
irrelevant, or biased
information provided and
little to no predictions in
paragraph.
Not Applicable
**
Standards
PA- Kutztown University Conceptual Framework (Fall 2010)
Domain:
I. Knowledge Education of teacher candidates students includes general education courses that cultivate intellectual and practical skills in written
and oral communication, quantitative literacy, critical thinking and wellness. In addition to their general knowledge, candidates must be thoroughly
versed in their subject matter and have sufficient preparation in a major academic area related to the field of specialization. Further, teachers must
be able to demonstrate the ability to apply content, pedagogical competencies and critical thinking in educational settings. Teachers additionally
must possess knowledge about the materials available for the teaching of their subject matter.
Standard:
I.3. Critical Thinking Teachers must practice critical thinking in all content areas; they must be able to ask appropriate questions, gather relevant
information, efficiently and creatively sort through this information, reason logically from this information, and come to reliable and trustworthy
conclusions. Additionally, the teacher is able to model and teach the process of critical thinking and inspire students to be responsible citizens who
contribute to society.
Description of
Learning Goals
- Culture and
Cultural
Diversity
All of the objectives are
stated in measurable
terms and match the
learning goals. Correlation
to cognitive levels evident.
All learning goals are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are evident and
fully described.
80-99% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are described.
70-79% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and passing
scores are indicated.
Less than 70% of
objectives are stated in
measurable terms or do
not match learning goals.
Less than 70% are
assessed in the pre-test
and post-test and do not
align with NCSS Thematic
Standard indicated,
passing scores are not
indicated.
NCSS Thematic Standard
1 not indicated in
objectives & goals.
Standards
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A1: Thematic Standard: Culture and Cultural Diversity Social Studies teachers should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school level for the study of Culture and Cultural Diversity.
Type of Expectation: Teacher Expectations Teachers of social studies at all school levels should provide developmentally appropriate
Score/Level
Levels/Criteria
Exemplary 4
Superior 3
Satisfactory 2
Unacceptable 1
Not Applicable
experiences as they guide learners in the study of culture and cultural diversity. They should enable learners to analyze and explain the ways
groups, societies, and cultures address human needs and concerns;
Expectation: guide learners as they predict how data and experiences may be interpreted by people from diverse cultural perspectives and frames
of reference;
Description of
Learning Goals
- Time,
Continuity, and
Change
All of the objectives are
stated in measurable
terms and match the
learning goals. Correlation
to cognitive levels evident.
All learning goals are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are evident and
fully described.
80-99% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are described.
70-79% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and passing
scores are indicated.
Less than 70% of
objectives are stated in
measurable terms or do
not match learning goals.
Less than 70% are
assessed in the pre-test
and post-test and do not
align with NCSS Thematic
Standard indicated,
passing scores are not
indicated.
NCSS Thematic Standard
2 not indicated in
objectives & goals.
Standards
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A2: Thematic Standard: Time, Continuity, and Change Social studies teachers should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school level for the study of Time, Continuity and Change.
Type of Expectation: Teacher Expectations Teachers of social studies at all school levels should provide developmentally appropriate
experiences as they guide learners in the study of time, continuity and change. They should
Expectation: assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead
historians to be selective in the questions they seek to answer and the evidence they use;
Description of
Learning Goals
- People,
Places, and
Environment
All of the objectives are
stated in measurable
terms and match the
learning goals. Correlation
to cognitive levels evident.
All learning goals are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are evident and
fully described.
80-99% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are described.
70-79% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and passing
scores are indicated.
Less than 70% of
objectives are stated in
measurable terms or do
not match learning goals.
Less than 70% are
assessed in the pre-test
and post-test and do not
align with NCSS Thematic
Standard indicated,
passing scores are not
indicated.
NCSS Thematic Standard
3 not indicated in
objectives & goals.
Standards
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A3: Thematic Standard: People, Places, and Environments Social studies teachers should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school level for the study of People, Places, and Environments.
Type of Expectation: Teacher Expectations
Expectation: enable learners to construct, use, and refine mental maps of locales, regions, and the world that demonstrate their understanding of
relative location, direction, size, and shape;
Score/Level
Levels/Criteria
Exemplary 4
Superior 3
Satisfactory 2
Unacceptable 1
Not Applicable
Description of
Learning Goals
- Individual
Development
and Identity
All of the objectives are
stated in measurable
terms and match the
learning goals. Correlation
to cognitive levels evident.
All learning goals are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are evident and
fully described.
80-99% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are described.
70-79% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and passing
scores are indicated.
Less than 70% of
objectives are stated in
measurable terms or do
not match learning goals.
Less than 70% are
assessed in the pre-test
and post-test and do not
align with NCSS Thematic
Standard indicated,
passing scores are not
indicated.
NCSS Thematic Standard
4 not indicated in
objectives & goals.
Standards
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A4: Thematic Standard: Individual Development and Identity Social studies teachers should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school level for the study of Individual Development and Identity.
Type of Expectation: Teacher Expectations
Expectation: assist learners in articulating personal connections to time, place, and social/cultural systems;
Description of
Learning Goals
- Individuals,
Groups, and
Institutions
All of the objectives are
stated in measurable
terms and match the
learning goals. Correlation
to cognitive levels evident.
All learning goals are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are evident and
fully described.
80-99% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are described.
70-79% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and passing
scores are indicated.
Less than 70% of
objectives are stated in
measurable terms or do
not match learning goals.
Less than 70% are
assessed in the pre-test
and post-test and do not
align with NCSS Thematic
Standard indicated,
passing scores are not
indicated.
NCSS Thematic Standard
5 not indicated in
objectives & goals.
Standards
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A5: Thematic Standard: Individuals, Groups, and Institutions Social studies teachers should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school level for the study of interactions among Individuals, Groups, and
Institutions.
Type of Expectation: Teacher Expectations
Expectation: help learners understand the concepts of role, status, and social class and use them in describing the connections and interactions
of individuals, groups, and institutions in society;
Description of
Learning Goals
- Power,
Authority, and
Governance
All of the objectives are
stated in measurable
terms and match the
learning goals. Correlation
to cognitive levels evident.
All learning goals are
80-99% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
70-79% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Less than 70% of
objectives are stated in
measurable terms or do
not match learning goals.
Less than 70% are
assessed in the pre-test
NCSS Thematic Standard
6 not indicated in
objectives & goals.
Score/Level
Levels/Criteria
Exemplary 4
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are evident and
fully described.
Superior 3
Thematic Standard
indicated, and levels of
mastery are described.
Satisfactory 2
Thematic Standard
indicated, and passing
scores are indicated.
Unacceptable 1
Not Applicable
and post-test and do not
align with NCSS Thematic
Standard indicated,
passing scores are not
indicated.
Standards
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A6: Thematic Standard: Power, Authority, and Governance Social studies teachers should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school level for the study of Power, Authority, and Governance.
Type of Expectation: Teacher Expectations
Expectation: help learners to analyze and explain governmental mechanisms to meet the needs and wants of citizens, regulate territory, manage
conflict, and establish order and security
Description of
Learning Goals
- Production,
Distribution,
and
Consumption
All of the objectives are
stated in measurable
terms and match the
learning goals. Correlation
to cognitive levels evident.
All learning goals are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are evident and
fully described.
80-99% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are described.
70-79% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and passing
scores are indicated.
Less than 70% of
objectives are stated in
measurable terms or do
not match learning goals.
Less than 70% are
assessed in the pre-test
and post-test and do not
align with NCSS Thematic
Standard indicated,
passing scores are not
indicated.
NCSS Thematic Standard
7 not indicated in
objectives & goals.
Standards
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A7: Thematic Standard: Production, Distribution, and Consumption Social studies teachers should possess the knowledge, capabilities,
and dispositions to organize and provide instruction at the appropriate school level for the study of how people organize for the Production,
Distribution, and Consumption of Goods and Services.
Type of Expectation: Teacher Expectations
Expectation: enable learners to explain how the scarcity of productive resources (human, capital, technological, and natural) requires the
development of economic systems to make decisions about how goods and services are to be produced and distributed
Description of
Learning Goals
- Science,
Technology,
and Society
All of the objectives are
stated in measurable
terms and match the
learning goals. Correlation
to cognitive levels evident.
All learning goals are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are evident and
80-99% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are described.
70-79% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and passing
scores are indicated.
Less than 70% of
objectives are stated in
measurable terms or do
not match learning goals.
Less than 70% are
assessed in the pre-test
and post-test and do not
align with NCSS Thematic
Standard indicated,
passing scores are not
indicated.
NCSS Thematic Standard
8 not indicated in
objectives & goals.
Score/Level
Levels/Criteria
Exemplary 4
Superior 3
Satisfactory 2
Unacceptable 1
Not Applicable
fully described.
Standards
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A8: Thematic Standard: Science, Technology, and Society Social Studies teachers should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school level for the study of science, technology, and society.
Type of Expectation: Teacher Expectations
Expectation: have learners analyze the way in which science and technology influence core societal values, beliefs, and attitudes and how
societal attitudes shape scientific and technological change
Description of
Learning Goals
- Global
Connections
All of the objectives are
stated in measurable
terms and match the
learning goals. Correlation
to cognitive levels evident.
All learning goals are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are evident and
fully described.
80-99% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are described.
70-79% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and passing
scores are indicated.
Less than 70% of
objectives are stated in
measurable terms or do
not match learning goals.
Less than 70% are
assessed in the pre-test
and post-test and do not
align with NCSS Thematic
Standard indicated,
passing scores are not
indicated.
NCSS Thematic Standard
9 not indicated in
objectives & goals.
Standards
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A9: Thematic Standard: Global Connections Social Studies teachers should possess the knowledge, capabilities, and dispositions to
provide instruction at the appropriate school level for the study of Global Connections and Interdependence.
Type of Expectation: Teacher Expectations
Expectation: guide learner analysis of the relationships and tensions between national sovereignty and global interests in such matters as
territorial disputes, economic development, nuclear and other weapons deployment, use of natural resources, and human rights concerns
Description of
Learning Goals
- Civic Ideals
and Practices
All of the objectives are
stated in measurable
terms and match the
learning goals. Correlation
to cognitive levels evident.
All learning goals are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are evident and
fully described.
80-99% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and levels of
mastery are described.
70-79% of the objectives
are stated in measurable
terms and match the
learning goals; are
assessed in pre-test and
post-test, align with NCSS
Thematic Standard
indicated, and passing
scores are indicated.
Less than 70% of
objectives are stated in
measurable terms or do
not match learning goals.
Less than 70% are
assessed in the pre-test
and post-test and do not
align with NCSS Thematic
Standard indicated,
passing scores are not
indicated.
NCSS Thematic Standard
10 not indicated in
objectives & goals.
Standards
USA- Nat. Council for Social Studies: Nat. Standards for Social Studies Teachers
Standard A10: Thematic Standard: Civic Ideals and Practices Social studies teachers should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school level for the study of Civic Ideals and Practices.
Score/Level
Levels/Criteria
Exemplary 4
Superior 3
Satisfactory 2
Unacceptable 1
Not Applicable
Type of Expectation: Teacher Expectations
Expectation: help learners to analyze and evaluate the influence of various forms of citizen action on public policy
Assessments:
Pre-Test and
Post-Test
All learning goals and
objectives are clearly
coded on the tests;
detailed directions for
administration of test and
scoring are explained with
value points fully outlined;
assessment materials are
clear and well written,
applicable NCSS standard
listed.
All learning goals and
objectives are coded on
the tests; directions for
administration of test and
scoring are explained and
value points outlined;
assessment materials are
clear and applicable NCSS
standard listed.
Learning goals and
objectives are listed on the
tests; directions for
administration of test and
scoring are explained;
assessment materials are
neat and applicable NCSS
standard listed.
Not all learning goals and
objectives are listed on the
tests; directions for
administration of test and
scoring are confusing or
missing; assessment
materials are hard to read
and/or applicable NCSS
standard missing.
**
Assessment
Analysis
Analysis of data is
technically accurate,
meaningful, and includes
detailed analysis of all
three groups required;
tables and graphs are
easy to read, expertly
presented; narrative is
concise and well written.
Multiple representations of
evidence is provided on
who achieved and made
progress towards the
learning goals for whole
class, subgroup, and
individual.
Analysis of data is
technical, meaningful, and
includes detailed analysis
of all three groups
required; tables and
graphs are easy to read
and neatly presented;
narrative is well written
and thorough. Sufficient
evidence is provided on
who achieved and made
progress towards the
learning goals for whole
class, subgroup, and
individual.
Analysis of data is
accurate and includes
detailed some analysis of
all three groups required;
tables and graphs are
present; narrative explains
data. Adequate evidence
is provided on who
achieved and made
progress towards the
learning goals for whole
class, subgroup, and
individual.
Analysis of data is
inaccurate and
conclusions were missing,
analysis of one or two of
the groups is missing;
tables and graphs are
either missing or
confusing, narrative is
does not accurately reflect
the data or is missing.
Little or no evidence is
provided on who achieved
and made progress
towards the learning goals
for whole class, subgroup,
and individual.
**
Reflection
Discussing
Impact on
Student
Learning
Uses data to provide
detailed and well written
description of specific
ideas for redesigning
instruction, teaching and
assessing the content
indicated; fully explains
why each specific change
would improve student
achievement of each
learning goal
Uses data to provide a well
written description of
specific ideas for
redesigning instruction,
teaching and assessing
the content indicated;
explains why each change
would improve student
achievement of each
learning goal
Uses data to provide
specific ideas for
redesigning instruction,
teaching and assessing
the content indicated;
provides an adequate
explanation of why these
changes in general would
improve student
achievement of each
learning goal
Uses data to provide
inappropriate or no ideas
for redesigning instruction,
teaching and assessing
the content indicated;
provides an in adequate
explanation of why these
changes in general would
improve student
achievement of each
learning goal
**
Score/Level