Step 2: Gathering Data & Organizing Data for Review of
FIVE STUDENT ESSAYS
THIS SHEET IS AN EXAMPLE OF HOW WE COLLECT AND SHOW RUBRIC DATA TO SPARK
FORMATIVE ASSESSMENT CONVERSATIONS BY PROGRAM PROFESSORS. IN THIS INSTANCE,
IN A DISCUSSION OF MARCH 1, 2005, AMELIA BLACK AND CLAY SLATE DISCUSSED THEIR
INDEPENDENT REACTIONS TO FIVE STUDENT ESSAYS, ARTIFACTS FROM EDU 111.
Students are referred to by their initials.
We continue to refine this process. In this case, Black responded with “Yes, No, or Maybe”, and
Slate with narrative. Each type of response provided ground for further discussion.
A.A. Elementary Education Assessment Rubric
Section I
Close the Loop 3/1/05
Years of experience in pre-K-12
setting
Student Age Range (five
students, ranging from 18-54 in
age)
18-24
25-40
41-50
51+
Section II Part 1 of 3
Learning Outcome I: Articulate what it means to be a teacher
Feelings
Does the student
show through his/her
work…
a philosophy of
education?
•
how opinions, judgments or decisions have been
formed/developed and why?
•
how to be resourceful to gain information when questions arise
tomorrow, the next day, or further in the future?
•
a passion, curiosity, enthusiasm, strong feelings for the topic? (Do
they show they care?)
PTB
Amelia Black
Y
DK
Y
SL
M
Clay Slate
She clearly expresses her passion and
preparedness to become an excellent teacher.
She doesn’t discuss where this came from.
She is passionately involved, and shows some
of how her philosophy arises from her history.
All elements present.
knowledge of
schools and
education systems?
beginning skills and
knowledge that are
used in a learning
environment?
skills to participate in
rich, professional,
critical talk?
Comments:
RM
Y
IN
Y
PTB
Amelia Black
Y
DK
N
SL
Y
RM
IN
Y
Y
PTB
Amelia Black
Y
DK
N
SL
RM
Y
Y
IN
Y
PTB
Amelia Black
Y
DK
N
SL
Y
RM
Y
IN
Y
He knows what it is going to take, and shows
the commitment to get there.
There is no particular history of how her ideas
developed, but there is a thorough coverage of
what she thinks about the rich set of
responsibilities and intellectual and social
activities she sees a teacher engaged in.
Clay Slate
She reflects an understanding of schools at all
levels, and of all of the influences of each
factor.
She is only focused on the teacher - child
relationship.
Partial. Focus in on teachers, children and
parents exclusively
All elements present.
Clearly ready to both listen and form/state
professional positions.
Clay Slate
Yes, she reads, writes, and thinks well. She
covers a number of points showing that she
has a good overview of the learning
environment.
Her vocabulary is fairly good, but her thought
development is not well composed.
All elements present.
Shows a commitment, but doesn’t reveal much
of how the background to these ideas emerged.
All absolutely in place.
Clay Slate
Absolutely.
Does not seem to be thoroughly part of the
conversation inherent in the assignment.
Clearly ready to both listen and form/state
professional positions. This student has a wellbalanced and well thought out orientation to
teaching. This will need to be fleshed out both
in breadth and depth, but she has identified a
number of areas (e.g., classroom management)
where she will seek further skills.
Yes, especially with comment that “it is easier
to get the things you need done if you get other
people to help you or give input.
About child development and classroom
responsibilities, yes.
Section II Part 2 of 3
Learning Outcome I: Articulate what it means to be a teacher
Thinking
Does the student
show through his/her
work…
Knowledge: recall of information from resources and/or personal
experiences related to topic?
Comprehension: retelling in own words, interpreting; translating from one
medium to another; describing or organizing in one's way and selecting
facts and ideas in a deliberate way?
Application: use of information in new situations or to solve problems
using required skills or knowledge?
Analysis: analyze idea(s) through showing patterns, organization of parts,
recognition of hidden meaning, and/or identification of elements that make
up the problem(s)?
Synthesis: use known/old ideas to create new ones; (connect prior
knowledge), identify alternative solutions, generalize from given facts;
relate knowledge from several areas; predict (what could be done in the
future), and/ or draw conclusions?
Evaluation: evaluate by comparing and discriminating between ideas
and/or more than one point of view; assess value of theories, show choices
based on reasoned argument; verify value of evidence; recognize own
subjectivity?
A philosophy of education?
Knowledge
Comprehension
Application
PTB
Amelia Black
Y
DK
SL
Y
M
RM
Y
IN
N
PTB
DK
Amelia Black
Y
M
SL
RM
IN
M
M
M
PTB
DK
SL
RM
IN
Amelia Black
Y
N
M
M
N
Clay Slate
Appropriately child-centered, but with an
excellent “It takes a village” wisdom.
Strong dedication to children.
Yes, she organized her knowledge and
philosophy sections that showed concepts
learned in class.
Shows understanding of professionalism, and
reflects on how to struggle for it.
Philosophy clearly built from personal
experience.
Clay Slate
Entirely thoughts that she owns completely.
Organized mainly as a list of ideas, loosely
grouped around three themes.
These ideas she had clearly made her own.
Own voice.
These are her own words, structures, and ideas.
Clay Slate
Ready to take on challenges.
NE
NE
NE
Clearly well grounded to take on any
instructional challenge in her setting.
Analysis
PTB
DK
SL
RM
IN
Synthesis
PTB
DK
SL
RM
IN
Evaluation
PTB
DK
SL
RM
IN
Amelia Black
M
N
Y
M
N
Amelia Black
Y
N
Y
Y
N
Amelia Black
N
N
M
N
M
Clay Slate
For this level, excellent analysis of the entire
task.
NE
NE
Some.
NE
Clay Slate
Some evidence, esp. if her research-based
comment is taken non-politically.
NE
NE
Seems unitary, not yet critical enough.
Her philosophy will allow for creative problem
solving.
Clay Slate
Yes.
NE
Her section on communication shows that she
expects to learn much from all others in a
school.
NE
NE
Knowledge of schools and education systems?
Knowledge
PTB
DK
SL
RM
IN
Amelia Black
Y
N
Y
Y
N
Clay Slate
NE
Own words, but not well organized.
NE
Some.
Yes.
Comprehension
PTB
DK
SL
RM
IN
Amelia Black
Y
N
M
Y
N
Clay Slate
Ready.
Needs much stronger literacy skills.
NE
Yes.
Shows readiness.
Application
PTB
DK
SL
RM
IN
Analysis
PTB
DK
Amelia Black
M
N
N
Y
Y
Amelia Black
M
N
Clay Slate
Yes.
NE
NE
Organization sufficient.
Shows thorough analysis of kids, growth, skills.
Clay Slate
Good at relating parts to the whole.
Has listed many parts of what an adult’s role is.
SL
RM
IN
Y
Y
N
NE
Has outlined some basic principles.
Has drawn accurate, useful generalizations.
Synthesis
PTB
DK
SL
RM
IN
Amelia Black
N
N
N
N
M
Clay Slate
NE
NE
NE
NE
NE
Evaluation
PTB
DK
SL
RM
IN
Amelia Black
N
N
N
N
N
Clay Slate
NE
NE
NE
NE
NE
Beginning skills and knowledge that are used in a learning environment?
Knowledge
PTB
DK
SL
RM
IN
Amelia Black
Y
N
N
Y
Y
Clay Slate
Good composer, from own ideas.
Has own voice.
Yes.
Yes – strong.
All evident.
Comprehension
PTB
DK
SL
RM
IN
Amelia Black
Y
N
Y
Y
N
Clay Slate
NE
NE
NE
NE
NE
Application
PTB
DK
SL
Amelia Black
M
N
N
RM
IN
Y
N
Clay Slate
Yes.
NE
Her listing of what it is a teacher must know was
mature and accurate.
Yes.
All evident.
Analysis
PTB
DK
SL
RM
IN
Amelia Black
M
N
Y
Y
N
Clay Slate
Yes.
NE
NE
NE
Yes.
Synthesis
PTB
DK
SL
RM
Amelia Black
N
N
N
N
Clay Slate
NE
NE
NE
NE
IN
Evaluation
PTB
DK
SL
RM
IN
N
Amelia Black
N
N
N
N
N
NE
Clay Slate
NE
NE
NE
NE
NE
Skills to Participate in rich, professional, critical talk?
Knowledge
PTB
DK
SL
RM
IN
Amelia Black
Y
M
Y
Y
N
Clay Slate
Yes.
Not for professional talk.
Yes.
Well-organized.
Yes.
Comprehension
PTB
DK
SL
RM
IN
Amelia Black
Y
N
Y
Y
Y
Clay Slate
NE
NE
Shows a willingness, but NE of doing it.
NE
NE
Application
PTB
DK
SL
RM
IN
Analysis
PTB
DK
SL
RM
IN
Amelia Black
Y
N
Y
Y
N
Clay Slate
Yes.
NE
NE
Some.
Yes.
Synthesis
PTB
DK
SL
RM
IN
Amelia Black
Y
M
Y
Y
M
Clay Slate
Yes.
NE
Some.
Yes, has used several well-collected ideas.
Yes.
Evaluation
PTB
DK
SL
RM
IN
Amelia Black
Y
M
Y
Y
Y
Clay Slate
Complete.
Not as a teacher.
Yes.
Yes.
All evident.
Amelia Black
M
N
N
Y
N
Clay Slate
Yes.
NE
Some.
NE
Yes.
Comments:
Section II Part 3 of 3
Learning Outcome I: Articulate what it means to be a teacher
College-Level Communication
Does the student
show through his/her
work…
Organization & Support: use relevant examples, descriptions/definitions,
and/or explanations; (details, facts, reasons, examples and descriptions),
contextualization of his/her opinion with examples; descriptions to clarify
his/her ideas, examples, descriptions/definitions, and/or explanations
helpful to the reader to understand the student’s POV; personal
experiences used to support or lend better understanding of viewpoint;
ideas expressed linked together (unified) throughout?
Style: mastery of metaphors, symbolism, sensory detail, and/or idioms
used to show the subtleties of language and power of imagery; avoidance
of a redundant use of particular words/ideas; precise word choices; use of
persuasive word choices and sentence structure (e.g., connotation, strong
verbs, repetition and parallelism)?
Grammar: accurate capitalization; standard grammar and usage (e.g.,
subject-verb agreement, pronoun agreement and consistency of verb
tense); accurate spelling; accurate use of punctuation (e.g., comma,
ellipsis, apostrophe, semicolon, colon)?
A philosophy of education?
PTB
Amelia Black
M
DK
SL
N
M
RM
IN
Y
Y
Style
PTB
DK
SL
RM
IN
Amelia Black
Y
N
M
Y
Y
Clay Slate
Good control of English.
NE
Very close to standard usage.
Strong literacy skills.
One section had syntax problems, and most
sentences structures were kept non-complex.
Grammar
PTB
DK
SL
Amelia Black
Y
N
Y
Clay Slate
Yes.
Some missing.
Limited, but does refer to own childhood in
decision to be a teacher.
Organization &
Support
Clay Slate
Mainly with simple but grammatical syntax.
Some images.
NE
Good general vocabulary, but not much of
analogic devices.
Yes.
Good use of precise language, but no
analogical language use.
RM
IN
Y
N
Some.
Limited evidence in this essay.
Knowledge of schools and education systems?
Organization &
Support
PTB
Amelia Black
M
DK
SL
RM
N
N
Y
IN
Y
Clay Slate
I will look for further critical language.
NE
Writing avoids repetition.
In own words, but without analytical
composition to show complex understanding.
NE
Style
PTB
DK
SL
RM
IN
Amelia Black
Y
N
M
M
Y
Clay Slate
Yes.
NE
Very close to standard usage.
Yes.
One section had syntax problems, and most
sentences structures were kept non-complex.
Grammar
PTB
DK
Amelia Black
Y
N
Clay Slate
Absolutely.
No evidence of ability to collaborate effectively
on some things.
The essay shows that her literacy skills are on
level for successful growth to being a teacher.
Yes.
Absolutely.
SL
Y
RM
IN
Y
N
Beginning skills and knowledge that are used in a learning environment?
PTB
Amelia Black
M
DK
SL
N
N
RM
IN
Y
Y
Style
PTB
DK
SL
RM
IN
Amelia Black
Y
N
M
M
Y
Clay Slate
Yes.
NE
The mechanics are largely in place.
Certainly.
Yes.
Grammar
PTB
DK
SL
RM
IN
Amelia Black
N
N
N
N
N
Clay Slate
NE
NE
NE
NE
NE
Organization &
Support
Clay Slate
Yes.
NE
The more she writes, the better she will
become. She thinks clearly.
Not overly rich, but adequate to any task.
Yes.
Skills to participate in rich, professional, critical talk?
Organization &
Support
Style
Grammar
Comments:
PTB
Amelia Black
M
DK
SL
N
N
RM
IN
Y
Y
PTB
Amelia Black
Y
DK
N
SL
Y
RM
IN
M
N
PTB
DK
SL
Amelia Black
Y
N
M
RM
IN
M
Y
Clay Slate
Yes.
No.
She draws upon professional vocabulary in her
best writing.
Yes.
Yes.
Clay Slate
Yes, with need to become more openly critical
to promote honest problem solving.
No evidence of ability to collaborate effectively
on some things.
Paragraphs 2, 3, and 4 are well organized. 2 and
3 are informative and useful.
Good linking, but otherwise NE.
Yes.
Clay Slate
Yes.
NE
She is already prepared to talk with good
teachers and benefit/contribute.
NE
Yes.