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
Not Applicable
All prompts are not **
addressed.
Minimal, irrelevant,
or biased
information
provided and little
to no predictions in
paragraph.
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.
Score/Level
Levels/Criteria
Exemplary 4
Superior 3
Satisfactory 2
Unacceptable 1
Not Applicable
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 pretest 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 pretest 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 pretest 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 posttest 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 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
All of the
objectives are
80-99% of the
objectives are
70-79% of the
objectives are
Less than 70% of
objectives are
NCSS Thematic
Standard 2 not
Score/Level
Levels/Criteria
Exemplary 4
Superior 3
Satisfactory 2
- Time,
Continuity, and
Change
stated in
measurable terms
and match the
learning goals.
Correlation to
cognitive levels
evident. All
learning goals are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
levels of mastery
are evident and
fully described.
stated in
measurable terms
and match the
learning goals; are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
levels of mastery
are described.
stated in
measurable terms
and match the
learning goals; are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
passing scores are
indicated.
Unacceptable 1
Not Applicable
stated in
indicated in
measurable terms objectives & goals.
or do not match
learning goals.
Less than 70% are
assessed in the
pre-test and posttest 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 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.
80-99% of the
objectives are
stated in
measurable terms
and match the
learning goals; are
70-79% of the
objectives are
stated in
measurable terms
and match the
learning goals; are
Less than 70% of
objectives are
stated in
measurable terms
or do not match
learning goals.
NCSS Thematic
Standard 3 not
indicated in
objectives & goals.
Score/Level
Levels/Criteria
Exemplary 4
Superior 3
Satisfactory 2
Unacceptable 1
Correlation to
cognitive levels
evident. All
learning goals are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
levels of mastery
are evident and
fully described.
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
levels of mastery
are described.
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
passing scores are
indicated.
Less than 70% are
assessed in the
pre-test and posttest and do not
align with NCSS
Thematic
Standard
indicated, passing
scores are not
indicated.
Not Applicable
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;
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 pretest and post-test,
align with NCSS
80-99% of the
objectives are
stated in
measurable terms
and match the
learning goals; are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
levels of mastery
70-79% of the
objectives are
stated in
measurable terms
and match the
learning goals; are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
passing scores are
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 posttest and do not
align with NCSS
Thematic
Standard
NCSS Thematic
Standard 4 not
indicated in
objectives & goals.
Score/Level
Levels/Criteria
Exemplary 4
Thematic
Standard
indicated, and
levels of mastery
are evident and
fully described.
Superior 3
are described.
Satisfactory 2
indicated.
Unacceptable 1
Not Applicable
indicated, passing
scores are not
indicated.
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 pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
levels of mastery
are evident and
fully described.
Standards
80-99% of the
objectives are
stated in
measurable terms
and match the
learning goals; are
assessed in pretest 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 pretest 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 posttest and do not
align with NCSS
Thematic
Standard
indicated, passing
scores are not
indicated.
NCSS Thematic
Standard 5 not
indicated in
objectives & goals.
Score/Level
Levels/Criteria
Exemplary 4
Superior 3
Satisfactory 2
Unacceptable 1
Not Applicable
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
assessed in pretest 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 pretest 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 pretest 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 posttest and do not
align with NCSS
Thematic
Standard
indicated, passing
scores are not
indicated.
NCSS Thematic
Standard 6 not
indicated in
objectives & goals.
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
Score/Level
Levels/Criteria
Exemplary 4
Superior 3
Satisfactory 2
Unacceptable 1
Not Applicable
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 pretest 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 pretest 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 pretest 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 posttest 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
80-99% of the
objectives are
stated in
measurable terms
and match the
70-79% of the
objectives are
stated in
measurable terms
and match the
Less than 70% of
objectives are
stated in
measurable terms
or do not match
NCSS Thematic
Standard 8 not
indicated in
objectives & goals.
Score/Level
Levels/Criteria
Exemplary 4
Superior 3
Satisfactory 2
Unacceptable 1
learning goals.
Correlation to
cognitive levels
evident. All
learning goals are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
levels of mastery
are evident and
fully described.
learning goals; are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
levels of mastery
are described.
learning goals; are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
passing scores are
indicated.
learning goals.
Less than 70% are
assessed in the
pre-test and posttest and do not
align with NCSS
Thematic
Standard
indicated, passing
scores are not
indicated.
Not Applicable
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 pretest and post-test,
80-99% of the
objectives are
stated in
measurable terms
and match the
learning goals; are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
70-79% of the
objectives are
stated in
measurable terms
and match the
learning goals; are
assessed in pretest and post-test,
align with NCSS
Thematic
Standard
indicated, and
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 posttest and do not
align with NCSS
Thematic
NCSS Thematic
Standard 9 not
indicated in
objectives & goals.
Score/Level
Levels/Criteria
Exemplary 4
align with NCSS
Thematic
Standard
indicated, and
levels of mastery
are evident and
fully described.
Superior 3
levels of mastery
are described.
Satisfactory 2
Unacceptable 1
Not Applicable
passing scores are Standard
indicated.
indicated, passing
scores are not
indicated.
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 pretest 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 pretest 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 pretest 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 posttest and do not
align with NCSS
Thematic
Standard
indicated, passing
scores are not
indicated.
NCSS Thematic
Standard 10 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 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.
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,
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;
Analysis of data is
accurate and
includes detailed
some analysis of
all three groups
required; tables
and graphs are
present; narrative
explains data.
Adequate
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,
**
Score/Level
Levels/Criteria
Reflection
Discussing
Impact on
Student
Learning
Exemplary 4
Superior 3
Satisfactory 2
Unacceptable 1
Not Applicable
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.
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.
evidence is
provided on who
achieved and
made progress
towards the
learning goals for
whole class,
subgroup, and
individual.
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.
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