American University – School of Education, Teaching, and Health
Onsite Exhibit
March 2, 2015
Candidate Disposition Data
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Parent Conference Assessment Data
Portfolio Data (Philosophy of Education, InTASC standards 9 and 10): Disposition
data are highlighted in these data
Student Teaching Rubric Data: Disposition data are highlighted in these data
Creating and Evaluating Assessments Data
Unit Plan Data: Disposition data are highlighted in these data
ISL Data - Presented in on-site request for data item#4, Disposition data are
highlighted in these data
Parent Conference Assessment Rubric Report
41 total Parent Conference Assessment Rubrics submitted
- 1. Conference Summary Mean Score
3.7805
Median Score
4
Breakdown
0:
1:
2:
3:
4:
0 selections
0 selections
0 selections
9 selections
32 selections
- 2. Recommendations and Strategies for Preparing and Strengthening Positive Parent-Teacher Relationships
Mean Score
3.8049
Median Score
4
Breakdown
0:
1:
2:
3:
4:
Mean Score
3.4878
Median Score
4
Breakdown
0:
1:
2:
3:
4:
0 selections
0 selections
1 selections
6 selections
34 selections
- 3. Reflection -
0 selections
0 selections
5 selections
11 selections
25 selections
Parent Conference Assessment Rubric
Teacher candidates will attend at least one formal or informal parent-teacher conference
during the student teaching semester. You will summarize the conference, create
strategies for implementing your own conference and reflect on the experience. Refer to
the following prompts and rubric:
Prompts
Summary
• Provide objective background on the school, the student and the parent or
guardian.
• Describe the purpose of the conference? Did it occur during school-wide parentteacher conference or was it held at the parent or teacher’s request? If it was held
at the parent or teacher’s request, explain why.
• Provide an objective summary of the conference.
• Describe the outcomes of the conference, including any documentation of plans
for the student.
• Describe any follow-up meetings scheduled.
Strategies for Preparing and Implementing Parent-Teacher Conferences
• How would you prepare for effective parent-teacher conferences?
• What strategies would you implement that would contribute to establishing and
maintaining positive relationships with parents and families?
Reflection
• Describe how this experience impacted idea about building relationships with the
parents or your future student? Base your reflection on your observation of this
conference and other knowledge gained from your coursework and fieldwork.
Parent Conference Assessment Rubric
Criteria
Conference
Summary
4 – Exemplary
Candidate provides a full
and detailed description
of the conference, from
preparation to follow-up.
3 – Proficient
Candidate provides an
objective description of
the conference, from
preparation to follow-up.
2 – Progressing
Candidate provides a
summary of the parentteacher conference, but
makes more than one
subjective statement.
1 - Unsatisfactory
Candidate is unable to
objectively describe and
summarize the parentteacher conference.
Recommendations
and Strategies for
Preparing and
Strengthening
Positive ParentTeacher
Relationships
Candidate demonstrates
thorough understanding of
how to prepare for
effective parent-teacher
conferences.
Candidate demonstrates
an understanding of how
to prepare for effective
parent-teacher
conferences.
Candidate demonstrates
some understanding of
how to prepare for parentteacher conferences
Candidate is unable to
describe how teachers
can prepare for parentteacher conferences.
Candidate describes how
certain documents and
observations aid in
developing positive
parent-teacher
interactions.
Candidate provides a
deep and rich reflection
on his or her experience
with parent-teacher
conferences
Candidate demonstrates
an understanding of how
the conference
contributes to establishing
and maintaining positive
relationships with parents.
Candidate reflects on his
or her experience with
parent-teacher
conference.
Reflection
Candidate elaborates
how and why this
experience has impacted
his or her philosophy of
education.
Candidate discusses how
this experience has
impacted his or her
philosophy of education.
Candidate demonstrates
some knowledge of
strategies for productive
conferences with parents.
Candidate briefly reflects
on his or her experience
with a parent-teacher
conference.
Candidate fails to reflect
on his or her experience
with a parent-teacher
conference.
Little thought is given to
how this experience will
shape his or her
philosophy of education.
Average Score
out of 4
Any assessment turned in where readability of the work is seriously hampered by grammatical errors will be returned to the candidate
without a score. The assessment must be resubmitted with appropriate corrections to be scored.
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Directions:
Please mark the box that best describes the appropriate level of performance for each element.
Conference Summary
Scoring Rubric:
Unsatisfactory (1) (must be resubmitted)
Candidate is unable to objectively describe and summarize the parent-‐‑teacher
conference.
Progressing (2 points)
Candidate provides a summary of the parent-‐‑teacher conference, but makes more
than one subjective statement.
Proficient (3 points)
Candidate provides an objective description of the conference, from preparation to
follow-‐‑up.
Exemplary (4 points)
Candidate provides a full and detailed description of the conference, from preparation
to follow-‐‑up.
Score
N/A 4
1 2 3 Recommendations and Strategies for Preparing and Strengthening Positive Parent-‐‑
Teacher Relationships
Scoring Rubric:
Unsatisfactory (1) (must be resubmitted)
Candidate is unable to describe how teachers can prepare for parent-‐‑teacher
conferences.
Progressing (2 points)
Candidate demonstrates some understanding of how to prepare for parent-‐‑teacher
conferences
Candidate demonstrates some knowledge of strategies for productive conferences
with parents.
Proficient (3 points)
Candidate demonstrates an understanding of how to prepare for effective parent-‐‑
teacher conferences.
Candidate demonstrates an understanding of how the conference contributes to
establishing and maintaining positive relationships with parents.
Exemplary (4 points)
Candidate demonstrates thorough understanding of how to prepare for effective
parent-‐‑teacher conferences.
Candidate describes how certain documents and observations aid in developing
positive parent-‐‑teacher interactions.
Score
Reflection
N/A 4
1 2 3 Scoring Rubric:
Unsatisfactory (1) (must be resubmitted)
Candidate fails to reflect on his or her experience with a parent-‐‑teacher conference.
Progressing (2 points)
Candidate briefly reflects on his or her experience with a parent-‐‑teacher conference.
Little thought is given to how this experience will shape his or her philosophy of
education.
Proficient (3 points)
Candidate reflects on his or her experience with parent-‐‑teacher conference.
Candidate discusses how this experience has impacted his or her philosophy of
education.
Exemplary (4 points)
Candidate provides a deep and rich reflection on his or her experience with parent-‐‑
teacher conferences
Candidate elaborates how and why this experience has impacted his or her philosophy
of education.
Score
N/A 1 2 3 4
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Portfolio Score Report
Final Semester from: Spring 2014
Final Semester to: Spring 2015
Portfolio Type: Education Portfolio (2013)
1a. Content Knowledge for Teacher Candidates and 4a. Design, Implementation, and
Evaluation of Curriculum and Experiences (InTASC 2)
1b. Pedagogical Content Knowledge and Skills for Teacher Candidates
1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates
1g. Professional Dispositions for All Candidates
Overall Context -­ Introduction, Resume, Conclusion
Mean:
2.6458
Median:
3
Scores of 1:
1
Scores of 2:
32
Scores of 3:
63
Philosophy of Education
Mean:
2.5521
Median:
3
Scores of 1:
3
Scores of 2:
37
Scores of 3:
56
Standard 1: Learner Development
Mean:
2.5979
Median:
3
Scores of 1:
3
Scores of 2:
33
Scores of 3:
61
Standard 2: Learning Differences
Mean:
2.5556
Median:
3
Scores of 1:
2
Scores of 2:
40
Scores of 3:
57
Standard 3: Learning Environments
Mean:
2.7083
Median:
3
Scores of 1:
2
Scores of 2:
24
Scores of 3:
70
Standard 4: Content Knowledge
Mean:
2.64
Median:
3
Scores of 1:
4
Scores of 2:
28
Scores of 3:
68
Standard 5: Application of Content
Mean:
2.6
Median:
3
Scores of 1:
3
Scores of 2:
34
Scores of 3:
63
Standard 6: Assessment
Mean:
2.6263
Median:
3
Scores of 1:
3
Scores of 2:
31
Scores of 3:
65
Standard 7: Planning for Instruction
Mean:
2.6327
Median:
3
Scores of 1:
3
Scores of 2:
30
Scores of 3:
65
Standard 8: Instructional Strategies
Mean:
2.7526
Median:
3
Scores of 1:
2
Scores of 2:
20
Scores of 3:
75
Standard 9: Professional Learning and Ethical Practice
Mean:
2.5876
Median:
3
Scores of 1:
2
Scores of 2:
36
Scores of 3:
59
Standard 10: Leadership and Collaboration
Mean:
2.63
Median:
3
Scores of 1:
2
Scores of 2:
33
Scores of 3:
65
Professional+Teaching+Portfolio+Requirements+
goed.american.edu+
!
The!culminating!assessment!for!the!Bachelor,!Graduate!Certificate,!and!MAT!program!is!a!Professional!Teaching!Portfolio.!This!Portfolio!
will!consist!of!purposeful!selections!of!your!work!and!reflections!on!your!teaching!practice!that!provide!evidence!of!your!growth!toward!
teacher!performance!standards!and!overall!development!as!a!practitioner.!!In!the!School!of!Education,!Teaching!&!Health!(SETH),!
candidates!use!a!webHbased!system!(goEd.american.edu)!to!assemble!this!Portfolio.!!!
!
Your!Portfolio!is!organized!by!the!ten!Interstate!New!Teacher!Assessment!and!Support!Consortium!(INTASC)!Standards.!!For!each!
standard,!you!are!required!to!include!two!unique!artifacts!(pieces!of!evidence)!that!represent!mastery!of!that!particular!standard.!!
Artifacts!may!include!lesson!plans,!student!work,!assessments,!videos,!evaluations,!photographs,!etc.!Your!portfolio!might!also!encompass!
extraHcurricular!activities,!professional!development!opportunities,!prior!career!experiences,!and!experiential!learning!activities.!
!
Your+Portfolio+MUST+contain+the+following+items:+
+
Information+about+You+
Introduction,++
Resume+and+
Conclusion+
Introduction*
• The!name!of!the!school(s)!where!you!did!your!student!teaching!and!practicum!or!are!employed!
• The!grade!level(s)!you!have!taught!that!are!reflected!in!your!portfolio!
• If!you!are!a!secondary!education!major,!the!subject!levels!you!have!taught!that!are!in!your!portfolio!
• Your!pathway!to!teaching!(i.e.!traditional!undergraduate/graduate!student,!career!switcher,!TFA,!DC!or!PG!Teaching!
Fellow,!etc.)!!
• Overall!thoughts!about!teaching!
!
Resume*
• Upload!a!current!version!of!your!resume!
Conclusion*
• General!thoughts!wrapping!up!your!teaching!experience!
• Plans!for!the!future+
+
Philosophy+of+
Education+
+
•
•
•
•
Explain!your!beliefs!and!values!as!an!educator!
Reference!history,!educational!research,!theorized!practice,!and!your!own!reflective!practice!to!support!your!
discussion.!Please!note!that!in!order!to!pass!this!portion!of!your!portfolio,!your!Philosophy!of!Education!must!cite!at!
least!one!educational!research,!practice!or!history.!
Explain!what!kind!of!learners!you!want!to!come!out!of!your!classes!
Weave!themes!discussed!in!your!Philosophy!of!Education!throughout!your!entire!portfolio!
1
Artifacts+
Description+
+
Include!two!(2)!activities!that!demonstrate!evidence!of!your!application!of!this!standard!in!your!classroom,!in!your!
AU!courses!or!in!your!professional!life.!Write!a!description!for!each+activity.!!
• Explain!the!context!for!artifact!–!Who!was!the!audience?!!What!was!the!content?!When!and!where!did!you!use!this?!
Why!did!you!select!this!artifact!to!include!in!your!portfolio?+
Reflection++
Write!a!reflection!for!each+activity.!!Use!the!following!questions!to!guide!your!reflection.!You+are+required+to+discuss+
the+applicable+INTASC+standard+in+your+reflection.+
• How!does!this!artifact!connect!to!the!identified!INTASC!standard?!
• How!are!activities!supported!by!educational!theory,!research,!and/or!best!practice?!!Please!provide!a!citation!for!all!
referenced!material.!
• How!does!this!artifact!provide!evidence!that!you!impacted!student!learning!and!behavior?!
• What!did!you!learn!from!this!artifact?!
• If!this!artifact!represents!an!activity!that!took!place!outside!of!your!classroom,!what!were!you!able!to!apply!in!your!
classroom?!
• What!would!you!do!differently!the!next!time!you!used!the!activity?!
IMPORTANT+REQUIREMENTS!
• On+Artifacts:!
o Lesson+or+unit+plan:!!All!candidates!are!required!to!include!a!lesson!plan!or!unit!plan!in!their!content!area.!
o !Video+of+Teaching:!!All!candidates!are!required!to!include!a!video!of!the!candidate!teaching.!We!highly!suggest!uploading!
your!video!to!a!VIMEO!(vimeo.com)!account.!You!can!then!set!the!video’s!privacy!to!“Only!People!with!a!Password”.!
Embed!the!video!in!GoEd!and!in!the!caption,!state!the!password.!
o Uniqueness:+You!must!submit!20!unique!artifacts.!An!artifact!cannot!be!used!for!two!different!standards.!
o Variety.!We!recommend!that!show!a!variety!of!artifact,!including!but!not!limited!to!lesson!plans,!videos,!student!work,!
rubrics,!assessments,!photographs!and!slideshows.!The!best!portfolios!are!the!ones!that!showcase!different!outputs!from!
your!field!experience!and!classes.!You+cannot+use+more+than+5+artifacts+that+are+assignments+from+your+classes.!
o You!cannot!use!artifacts!for!future!implementation.!
o You!must!cite!artifacts!that!you!do!not!create.!
• On+Reflections:+
o Citation+Requirement:!In!order!to!pass!your!portfolio,!you!must!include!at!least!1!citation!per!INTASC!standard!for!a!total!
of!10!different!citations.!!You!should!include!your!citation!directly!below!the!reflection!where!you!reference!the!theory!or!
research.!!You!must!be!consistent!with!your!citation!format.!!
• Required+Artifacts+for+Foreign+Language+Candidates+Only+–!!
o A!lesson!or!unit!plan!on!the!topic!of!the!target!language!culture!or*on!a!literary!work!from!the!target!culture!and!language.!!
o Evidence!of!attendance!at!a!professional!development!activity,!such!as!a!language!teachers’!conference,!or!membership!in!
a!national!or!local!language!teachers’!professional!association.!
•
2
+
Portfolio+Checklist+
!Introduction!
!Resume!
!Philosophy!of!Education!(Don’t!forget!to!have!at!least!one!educational!theory,!practice!or!history!cited.)!
!
The+Learner+and+Learning+
Standard'#1:'Learner'Development:*The!teacher!understands!how!learners!grow!and!develop,!recognizing!that!patterns!of!learning!and!
development!vary!individually!within!and!across!the!cognitive,!linguistic,!social,!emotional,!and!physical!areas,!and!designs!and!implements!
developmentally!appropriate!and!challenging!learning!experiences.!
*
!!Artifact!1!+!Description!+!Reflection!
Artifact!2!+!Description!+!Reflection!
!
!!Citation!Requirement!
Citation+Requirement:+In+order+to+pass+your+portfolio,+you+must+include+at+least!1!citation!per!INTASC!standard!for!a!total!of!10!different!citations.!You!should!include!your!
citation!directly!below!the!reflection!where!you!reference!the!theory!or!research.!You!must!be!consistent!with!your!citation!format.!
!
Standard'#2:'Learning'Differences:*The!teacher!uses!understanding!of!individual!differences!and!diverse!cultures!and!communities!to!ensure!
inclusive!learning!environments!that!enable!each!learner!to!meet!high!standards.*
!
!!Artifact!1!+!Description!+!Reflection!
Artifact!2!+!Description!+!Reflection!
!
!!Citation!Requirement!
!
Standard'#3:'Learning'Environments:*The!teacher!works!with!others!to!create!environments!that!support!individual!and!collaborative!learning,!
and!that!encourage!positive!social!interaction,!active!engagement!in!learning,!and!selfHmotivation.*
!
!!Artifact!1!+!Description!+!Reflection!
Artifact!2!+!Description!+!Reflection!
!
!!Citation!Requirement!
!
3
Content+
Standard'#4:'Content'Knowledge:*The!teacher!understands!the!central!concepts,!tools!of!inquiry,!and!structures!of!the!discipline(s)!he!or!she!
teaches!and!creates!learning!experiences!that!make!these!aspects!of!the!discipline!accessible!and!meaningful!for!learners!to!assure!mastery!of!
the!content.!*
!
!!Artifact!1!+!Description!+!Reflection!
Artifact!2!+!Description!+!Reflection!
!
!!Citation!Requirement!
!
Standard'#5:'Application'of'Content:*The!teacher!understands!how!to!connect!concepts!and!use!differing!perspectives!to!engage!learners!in!
critical!thinking,!creativity,!and!collaborative!problem!solving!related!to!authentic!local!and!global!issues.*
!
!!Artifact!1!+!Description!+!Reflection!
Artifact!2!+!Description!+!Reflection!
!
!!Citation!Requirement!
!
Instructional+Practice!
Standard'#6:'Assessment:*The!teacher!understands!and!uses!multiple!methods!of!assessment!to!engage!learners!in!their!own!growth,!to!
monitor!learner!progress,!and!to!guide!the!teacher!and!learner’s!decisionHmaking.*
!
!!Artifact!1!+!Description!+!Reflection!
Artifact!2!+!Description!+!Reflection!
!
!!Citation!Requirement!
!
Standard'#7:'Planning'for'Instruction:*The!teacher!plans!instruction!that!supports!every!student!in!meeting!rigorous!learning!goals!by!drawing!
upon!knowledge!of!content!areas,!curriculum,!crossHdisciplinary!skills,!and!pedagogy,!as!well!as!knowledge!of!learners!and!the!community!
context.*
!
!!Artifact!1!+!Description!+!Reflection!
Artifact!2!+!Description!+!Reflection!
!
!!Citation!Requirement!
+
Standard'#8:'Instructional'Strategies:*The!teacher!understands!and!uses!a!variety!of!instructional!strategies!to!encourage!learners!to!develop!
deep!understanding!of!content!areas!and!their!connections,!and!to!build!skills!to!apply!knowledge!in!meaningful!ways.!*
*
!!Artifact!1!+!Description!+!Reflection!
Artifact!2!+!Description!+!Reflection!
!
!!Citation!Requirement!
4
!
Professional+Responsibility+
Standard'#9:'Professional'Learning'and'Ethical'Practice:*The!teacher!engages!in!ongoing!professional!learning!and!uses!evidence!to!continually!
evaluate!his/her!practice,!particularly!the!effects!of!his/her!choices!and!actions!on!others!(learners,!families,!other!professionals,!and!the!
community),!and!adapts!practice!to!meet!the!needs!of!each!learner.!*
+
!!Artifact!1!+!Description!+!Reflection!
Artifact!2!+!Description!+!Reflection!
!
!!Citation!Requirement!
!
Standard'#10:'Leadership'and'Collaboration:*The!teacher!seeks!appropriate!leadership!roles!and!opportunities!to!take!responsibility!for!student!
learning,!to!collaborate!with!learners,!families,!colleagues,!other!school!professionals,!and!community!members!to!ensure!learner!growth,!and!
to!advance!the!profession.!*
!
!!Artifact!1!+!Description!+!Reflection!
Artifact!2!+!Description!+!Reflection!
!
!
!!Citation!Requirement!
!
!Math,!Science,!ESOL,!Foreign!Language!and!Social!Studies!Only:!Complete!the!SPA!Form!in!the!“My!Forms”!section!of!
goed.american.edu.!
!
!!Conclusion!
!
!!Yes,!one!of!my!artifacts!is!a!lesson!or!unit!plan.!
!
!!Yes,!one!of!my!artifacts!is!a!video.!
!
Before!submitting!your!portfolio,!please!pause,!reHread!and!edit!your!artifacts,!descriptions!and!reflections.!Verify!that!they!meet!or!
exceed!expectations!based!on!the!rubrics.!Check+your+grammar+and+readability.!Using!academic!resources!onHcampus!or!peer!
editing!is!encouraged.!
!
!
5
Rubric+I:+Portfolio+Scoring+Rubric+(INTASC+Standards)+
+
Directions+to+Evaluators:++Use!the!following!rubric!to!assess!the!components!described.!!Each!of!the!three!rows!should!receive!a!score!of!
1,!2,!or!3.!!Any!row!that!receives!a!score!of!1!must!be!revised!and!resubmitted.!!Include!comments!that!support!your!rating!and!provide!
constructive!feedback!to!the!candidate.!!Any*row*that*is*missing*a*description,*artifact*or*reflection*will*receive*a*“No*Score”*and*the*
portfolio*will*be*sent*back*to*the*teacher*candidate*for*completion.!!
!
Component+
Exceeds+Requirements+(3)+
Meets+Requirements+(2)+
Needs+Development+(1)+
*must!be!resubmitted*+
Introduction,+
Resume+and+
Conclusion+
Philosophy+of+
Education+
!
!
HWell!thought!out!and!organized!
introduction!provides!helpful!
information!about!the!student’s!
experience!in!education!and!the!context!
in!which!the!activities!occurred.!!
!
HWell!thought!out!and!organized!
conclusion!brings!closure!and!provides!
information!about!the!student’s!
professional!goals.!
!
HAttractive!and!logically!formatted!
resume!is!attached!as!separate!
document!
!
HReadability!is!enhanced!by!exemplar!
grammar,!punctuation!and!presentation!
HThoughtful!Philosophy!of!Education!
demonstrates!exceptional!awareness!
and!understanding!of!the!values,!
theories!of!education,!and!approaches!
that!guide!candidate!as!an!educator.!!
Reference!to!history,!research!and!
current!practice!in!the!field!of!education!
is!included!and!supports!discussion.!
!
HReadability!is!enhanced!by!exemplar!
grammar,!punctuation!and!presentation!
HIntroduction!provides!helpful!
information!about!the!student’s!
experience!in!education!and!the!context!
in!which!the!activities!occurred.!!
!
HConclusion!brings!closure!and!provides!
information!about!the!student’s!
professional!goals.!
!
HLegible!resume!is!attached!as!separate!
document!
!
HReadability!not!impacted!by!grammar,!
punctuation!and/or!types!of!
presentation!errors!
HMissing!or!limited!introduction!
provides!no!or!almost!no!information!
about!the!student’s!experience!in!
education!or!the!context!in!which!the!
artifacts!were!collected!
!
HThere!is!no,!almost!no,!or!an!
inappropriate!conclusion.!
!
HResume!is!missing,!very!limited,!or!
difficult!to!read!
!
HReadability!is!significantly!impacted!by!
grammar,!punctuation!and/or!types!of!
presentation!errors!
HPhilosophy!of!Education!demonstrates!
awareness!and!understanding!of!the!
values,!theories!of!education,!and!
approaches!that!guide!candidate!as!an!
educator.!
!
HReadability!not!impacted!by!grammar,!
punctuation!and/or!types!of!
presentation!errors!!!
HPhilosophy!of!Education!demonstrates!
little!awareness!or!understanding!of!the!
values,!theories!of!education,!and!
approaches!that!guide!candidate!as!an!
educator.!!!
!
HReadability!is!significantly!impacted!by!
grammar,!punctuation!and/or!types!of!
presentation!errors!
6
Component+
INTASC+
Standards+
Exceeds+Requirements+(3)+
Meets+Requirements+(2)+
HThere!are!at!least!two!activities!per!
INTASC!standard!
HThere!are!at!least!two!activities!per!
INTASC!standard!
Needs+Development+(1)+
*must!be!resubmitted*+
HThere!are!not!two!activities!per!INTASC!
standard!
!
!
!
HActivities!have!distinguishable!
substance!and!irrefutably!support!the!
standards.!!
HActivities!are!meaningful!and!
adequately!support!the!standards.!
HActivities!lack!substance!or!only!
marginally!support!the!aligned!
standards.!!
!
HDescriptions!provide!comprehensive!
explanations!of!the!artifacts,!including!
relevant!contextual!information!!
!
HDescriptions!provide!detailed!
explanation!of!the!artifacts,!including!
relevant!contextual!information!
!
HDescriptions!provide!little!explanation!
or!contextual!information!the!artifacts!!
!
HReflections!provide!solid!insight!into!
HReflections!provide!exceptional!insight! how!the!activities:!
into!how!the!activities:!
• impact!student!learning!and!
behavior+
• impact!student!learning!and!behavior+
•
are!connected!to!the!INTASC!
• are!connected!to!the!INTASC!
standards+
standards!
• could!be!modified+
• could!be!modified!
!
HReflections!provide!limited!insight!into!
how!the!activities:!
• impact!student!learning!and!
behavior!
• are!connected!to!the!INTASC!
standards!
• could!be!modified!
!
!
HA!comprehensive!explanation!is!
provided!of!how!activities!are!
supported!by!educational!theory,!
research,!and/or!best!practice!in!either!
the!description!or!reflection.!!For!
theory,!state!theory!and!theorist.!For!
scholarship,!state!scholar!and!title!of!
relevant!text/article!they!authored.!
!
H!At!least!one!citation!is!included!for!
each!INTASC!Standard!
!
!
!
HAn!accurate!explanation!is!provided!of!
how!activities!are!supported!by!
educational!theory,!research,!and/or!
best!practice!in!either!the!description!or!
reflection.!!For!theory,!state!theory!and!
theorist.!!For!scholarship,!state!scholar!
and!title!of!relevant!text/article!they!
authored.!!
H!Limited!or!inaccurate!discussion!of!
educational!theory,!research,!and/or!
best!practice!
!
H!No!citations!
!
HReadability!is!significantly!impacted!by!
grammar,!punctuation!and/or!types!of!
presentation!errors!
!
H!At!least!one!citation!is!included!for!
each!INTASC!Standard!
!
HReadability!not!impacted!by!grammar,!
HReadability!is!enhanced!by!exemplar!
grammar,!punctuation!and!presentation! punctuation!and/or!types!of!
presentation!errors!
!
Evaluation+of+the+Portfolio+
1. You!must!earn!a!score!of+24+or!more!out!of!a!possible!36!to!pass!the!portfolio!assessment.!
2. Two!faculty!members!evaluate!your!portfolio.!!Once!the!evaluation!is!completed,!you!may!access!the!scores!and!comments!online.!!
3. Any!standard!that!receives!a!score!of!1!must!be!revised!and!resubmitted!to!pass,!even!if!your!overall!score!is!a!24!or!higher.!
!
7
Rubric+II:+Portfolio+Specialty+Professional+Association+(SPA)+Requirements+(if+applicable)+
+
Requirements:+
SPA+Standards+
Interpretation+for+ESOL,+
Foreign+Language,+Math,+
and+Social+Studies+
+
PLEASE+NOTE+THAT+
SCIENCE+(Biology,+
Chemistry,+Physics)+HAS+A+
SEPARATE+RUBRIC+
!
•
!
•
Indicate!the!INTASC!Standard!number!and!the!artifact!number!within!which!you!explicitly!address!the!
applicable!SPA!standard.!!You!can!upload!additional!artifacts!to!your!portfolio!if!you!do!not!have!an!
existing!portfolio!artifact!for!a!particular!standard!that!addresses!the!applicable!SPA!standard.!!If!you!
attach!additional!artifacts,!include!a!description!and!reflection!for!each!additional!artifact.!!You!can!map!
multiple!SPA!standards!to!one!INTASC!standard.!!!
Make!sure!to!discuss!how!the!SPA!standards!identified!in!the!Portfolio!system!connect!to!your!artifacts!
and!to!the!applicable!INTASC!standards.!!!
!
+
Evaluation:!!Go!to!the!SPA!Form!in!the!Forms!section!of!the!goed.american.edu!system.!!Use!the!following!rubric!to!determine!the!
appropriate!score!for!each!of!the!mapped!SPA!standards.!!Each!standard!should!receive!a!score!of!1,!2,!or!3.!!Standards!receiving!a!score!
of!1!must!be!resubmitted.!!Include!comments!that!support!your!rating!and!provide!constructive!feedback!to!the!candidate.!
!
Component+
Exceeds+Requirements+(3)+
Meets+Requirements+(2)+
Needs+Development+(1)+
*must!be!resubmitted*+
SPA+Standards+
!
!
!
H!SPA!standards!discussion!provides!
H!Adequately!explains!how!the!
H!Does!not!adequately!connect!SPA!
exemplary!insight!into!how!the!artifact! applicable!standards!connect!to!the!
standards!to!artifacts!
supports!the!applicable!standards!
chosen!artifact!
!
!
H!SPA!standards!are!not!addressed!
H!All!of!the!applicable!standards!are!
!
addressed!
!
+
Evaluation+of+the+SPA+standards:+
1. You!must!earn!a!score!of!at!least!2+for!each!SPA!standard.!
2. Two!faculty!members!will!evaluate!your!SPA!standards!assessment.!!Once!they!have!completed!their!evaluations,!you!may!access!
their!scores!and!comments!online.!!
3. Any!standard!that!receives!a!score!of!1!must!be!revised!and!resubmitted!to!pass.!
8
Student Teaching Course Rubric and Data
Please note that the Student Teaching Rubric was implemented in Fall 2012. Data was collected in the GoEd
assessment management system starting Spring 2013.
Part I. Rubric
Student Teaching Course Rubric for ___________________
Spring 2014
The Student Teacher, Cooperating Teacher and University Supervisor will fill out sections I-IV. This is done in addition to the Midterm
Evaluation Form in GoEd.
For the Final Evaluation, sections I-IV will be shared by the University Supervisor during the final conference with the Student
Teacher and Cooperating Teacher, and section V will be filled in by the Seminar Instructor. This is done in addition to Final
Evaluation Form in GoEd..
I. PREPAREDNESS
Lesson Plans
• Created lesson plans that target all learners and comprehensively
encompass what occurs during the lesson, from both the teaching and
learning perspectives
Materials
• Prepared materials in advance
• Made developmentally appropriate choices
Attendance
• Attended placement daily
• If absences exceeded 3 days, student made up missed days
Timeliness
• Arrived at placement before school begins
• Stayed at placement after school ends
Preparedness Total (out of 20)
0
1
2
3
4
5
II. INSTRUCTION
Developmentally Appropriate
• Delivered instruction that was intellectually, socially and emotionally
appropriate
Variety of Instructional Strategies
• Demonstrated multiple instructional strategies using a variety of
instructional groups
• Communicated lessons with appropriate voice and visuals
Differentiation
• Demonstrated differentiation for exceptional learners and those with
diverse cultural backgrounds
Assessment
• Implemented informal and formal assessment
• Used the data to inform instruction
0
1
2
3
4
5
Instruction Total (out of 20)
III. LEARNING ENVIRONMENT & CLASSROOM CULTURE
Positive Reinforcement
• Utilized positive reinforcement by being specific and helpful
Classroom Management
• Clearly defined classroom expectations
• Enforced and followed through with appropriate consequences
Individual and Collaborative Learning
• Implemented cooperative learning
• Provided opportunities for individualized and small group instruction and
practice
Active Engagement in Learning
• Connected content to student’s background knowledge
• Engaged students intrinsically throughout the entire lesson
Learning Environment Total (out of 20)
0
1
2
3
4
5
IV. PROFESSIONAL RESPONSIBILITY
Meeting Deadlines
• Submitted lesson plans one day prior to an observed lesson
• Completed forms by meeting deadline
o Log of Hours
o Midterm Evaluation
o Final Evaluation
Professionalism
• Upheld observation meeting dates, unless changed by cooperating
teacher
• Worked with University Supervisors and Cooperating teachers to resolves
issues in a mature and professional manner
• Received feedback well
School Events
• Attended faculty meetings, parent conferences, after-school events
Professional Development
• Attended in-service days and workshops
• Attended special event lectures and conferences at American University
Professional Responsibility Total (out of 20)
Field Placement Score (add totals for each section, out of 80)
0
1
2
3
4
5
V. STUDENT TEACHING SEMINAR (to be filled in by Instructor)
Professional Responsibility
• Are you coming to seminar on time?
• Have you missed more than one class for any reason?
• Are your communications with the community appropriate, respectful,
timely and written in error-free English?
• Are you turning in seminar assignments on time?
o Graduate Students: This includes the chosen reflections submitted
for grading.
• Graduate Students: Have you scheduled and attended two individual
conferences with the instructor?
Weekly Reflections
• Have you submitted at least one critical reflection on the topics listed in
the syllabus?
• Have you edited, modified or rewritten and substituted reflections based
on feedback received throughout the semester?
Final Assignment
• Undergraduate Critical Reflection Paper
o Did you cite selected weekly reflections to discuss your theme?
o Did you include your interviews with the cooperating teacher and
student(s) to evaluate your teaching performance as it relates to
this topic?
o Did you address what you observed about yourself as a teacher,
what changes you want to make in the classroom and how you
will go about making those changes in regards to the selected
topic?
•
Graduate Case Study
o Have you submitted a one-page description of your case study by
the due date?
o Have you submitted a reading list on the process of critical
reflection by the due date?
o Have you submitted the completed case study and the required
components by the due date?
§ One page abstract
§ Text of Case Study
§ Literature Review
§ Statement of Personal Critical Reflection
0
1
2
3
4
5
Parent Conference Assessment
• Scored through the assessment rubric
Portfolio and Forms
• Did you meet the portfolio benchmarks?
• Did you submit all practicum and student teaching forms on time?
Total Seminar Score (out of 20)
Student Teaching Percentage and Letter Grade
(Field Placement Score + Seminar Score)
COURSE GRADING:
Percent of Total Points available will be used to determine the class grade as follows:
100 - 94%
93 - 90%
89 - 87%
A
AB+
86 - 82%
81 - 78%
77 - 75%
B
BC+
74 - 71%
70 - 67%
≤ 66%
C
D
F
SCORING DEFINITIONS
€
No Score (0): The teacher candidate does not exhibit any attempt to meet the requirement of the component.
Unsatisfactory (1): The teacher candidate does not yet appear to understand the concepts underlying the component.
Needs Improvement (2): The teacher candidate demonstrates limited understanding of concepts underlying the component.
Basic (3): The teacher candidate appears to understand the concepts underlying the component and attempts to implement its
elements. Implementation is usually successful. Additional reading, discussion, visiting classrooms of other teachers, and
experience (particularly supported by a mentor) will enable the teacher candidate to become proficient in this area.
Developed (4): The teacher candidate demonstrates solid understanding of the concepts underlying the component and is
usually successful at implementing its elements.
Proficient (5): The teacher candidate clearly understands the concepts underlying the component and implements it consistently
in a highly effective manner for a first-year teacher.
Part II. Data
Fall 2013
7 Teacher Candidates: 2 Undergraduate Teacher Candidates and 5 Graduate Teacher Candidates
3 Undergraduate Teacher Candidates
I. Preparedness
Lesson Plans
Materials
Attendance
Timeliness
II. Instruction
Developmentally Appropriate
Variety of Instructional Strategies
Differentiation
Assessment
III. Learning Environment and Culture
Positive Reinforcement
Classroom Management
Individual and Collaborative Learning
Active Engagement in Learning
IV. Professional Responsibility
Meeting Deadlines
Professionalism
School Events
Professional Development
V. Student Teaching Seminar
Professional Responsibility
Weekly Reflections
Final Assignment
Parent Conference Assessment
Portfolio and Forms
Mean
4.33
4.33
4.67
4.33
Mean
4.67
4.67
3.67
4
Mean
4.67
4
4
4.33
Mean
4.33
5
4
3.67
Mean
5
5
5
3.67
.33
Median
4
4
5
4
Median
5
5
3
4
Median
5
5
5
4
Median
4
5
4
4
Median
5
5
5
4
0
0
-
1
-
2
-
3
-
0
-
1
-
2
-
3
-
0
-
1
-
0
-
1
-
2
1
1
2
-
0
-
1
-
2
1
1
2
-
2
1
3
-
4
2
2
1
2
4
1
1
1
4
1
-
3
-
2
4
2
1
1
4
-
1
2
3
1
5
1
1
2
1
5
2
2
1
1
5
2
2
2
1
5
1
3
1
1
5
3
3
3
5 Graduate Teacher Candidates
I. Preparedness
Lesson Plans
Materials
Attendance
Timeliness
II. Instruction
Developmentally Appropriate
Variety of Instructional Strategies
Differentiation
Assessment
III. Learning Environment and Culture
Positive Reinforcement
Classroom Management
Individual and Collaborative Learning
Active Engagement in Learning
IV. Professional Responsibility
Meeting Deadlines
Professionalism
School Events
Professional Development
V. Student Teaching Seminar
Professional Responsibility
Weekly Reflections
Final Assignment
Parent Conference Assessment
Portfolio and Forms
Mean
4.6
5
5
5
Mean
5
4.6
4.2
4.6
Mean
4.8
4.4
4.6
4.4
Mean
4.6
4.6
5
5
Mean
4.2
4.8
4.6
3.8
.8
Median
5
5
5
5
Median
5
5
4
5
Median
5
5
5
4
Median
5
5
5
5
Median
5
5
5
4
1
0
0
0
0
-
1
1
1
1
-
2
2
2
2
-
3
3
1
3
1
3
1
4
-
4
2
4
2
2
2
4
1
1
2
3
4
-
0
1
1
1
4
2
-
3
1
4
1
2
4
5
3
5
5
5
5
5
3
2
3
5
4
3
3
2
5
1
4
5
5
5
4
4
3
Spring 2014
44 Teacher Candidates
19 Undergraduate Teacher Candidates
I. Preparedness
Lesson Plans
Materials
Attendance
Timeliness
II. Instruction
Developmentally Appropriate
Variety of Instructional Strategies
Differentiation
Assessment
III. Learning Environment and Culture
Positive Reinforcement
Classroom Management
Individual and Collaborative Learning
Active Engagement in Learning
IV. Professional Responsibility
Meeting Deadlines
Professionalism
School Events
Professional Development
V. Student Teaching Seminar
Professional Responsibility
Weekly Reflections
Final Assignment
Parent Conference Assessment
Portfolio and Forms
Mean
4.4211
4.5789
4.9474
4.8947
Mean
4.5789
4.4737
3.8947
4.2632
Mean
4.5789
4.4211
4.4737
4.2632
Mean
4.6316
4.7895
4.9474
4.9474
Mean
4.5263
4.9474
4.2105
3.6842
0.6842
Median
5
5
5
5
Median
5
5
4
5
Median
5
5
5
5
Median
5
5
5
5
Median
5
5
4
4
1
0
-
1
-
2
-
0
-
1
-
2
2
1
1
2
2
1
2
1
2
-
3
3
3
1
3
3
4
2
3
2
1
3
3
2
1
-
2
1
-
3
2
-
1
-
2
6
0
-
1
1
-
0
-
1
-
0
-
1
-
6
13
4
5
2
1
4
2
1
6
4
4
4
6
4
5
4
3
2
1
1
4
2
1
8
13
5
11
14
18
18
5
15
14
7
11
5
13
11
13
10
5
14
16
18
18
5
14
18
8
25 Graduate Teacher Candidates
I. Preparedness
Lesson Plans
Materials
Attendance
Timeliness
II. Instruction
Developmentally Appropriate
Variety of Instructional Strategies
Differentiation
Assessment
III. Instruction
Developmentally Appropriate
Variety of Instructional Strategies
Differentiation
Assessment
IV. Professional Responsibility
Meeting Deadlines
Professionalism
School Events
Professional Development
V. Student Teaching Seminar
Professional Responsibility
Weekly Reflections
Final Assignment
Parent Conference Assessment
Portfolio and Forms
Mean
4.6
4.76
5
4.92
Mean
4.88
4.6
4.04
4.44
Mean
4.76
4.52
4.64
4.56
Mean
4.64
4.84
4.92
4.92
Mean
4.76
5
3.96
3.44
0.8
Median
5
5
5
5
Median
5
5
4
5
Median
5
5
5
5
Median
0
5
5
5
Median
5
5
4
4
1
0
-
1
-
2
-
0
-
1
-
0
-
1
-
1
1
2
-
0
-
1
1
-
2
-
6
2
3
2
1
3
1
1
-
0
-
1
-
2
1
-
3
1
-
2
4
3
7
9
10
4
6
8
9
9
4
3
2
2
2
4
1
-
5
1
20
3
-
4
11
9
13
1
2
-
3
1
3
-
4
8
3
-
5
12
21
25
23
5
22
17
9
13
5
19
15
16
15
5
20
22
23
23
5
22
25
9
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TESOL Creating and Evaluating Assessments Form Report
3 total TESOL Creating and Evaluating Assessments Forms submitted
- Issues of Assessment for ESL (4a) -
Faculty
Mean Score
2.5
Faculty Checklist
Median Score
2.5
Breakdown
0:
1:
2:
3:
Faculty Dashboard
Faculty Evaluations
Important Documents
Lesson Plans
selections
selections
selections
selections
- Language Proficiency Assessment (4b) -
Logs
Mean Score
2.3333
Messages
Median Score
2
Breakdown
0:
1:
2:
3:
My Evaluation
My Forms
My Portfolio
My Snapshot
0
0
2
1
selections
selections
selections
selections
- Classroom-Based Assessment for ESL (4c) -
Prospectives
Mean Score
2.3333
Reports
Median Score
2
Breakdown
0:
1:
2:
3:
Scheduling
Search
Security
Student Utilities
Student Viewer
Supervisor Central
Supervisors
Surveys
1 of 3
0
0
1
1
0
0
2
1
selections
selections
selections
selections
- Assignment Elements Mean Score
2.3333
Median Score
2
Breakdown
0: 0 selections
1: 0 selections
2: 2 selections
3/2/15, 6:38 AM
goEd - Reports
https://goed.american.edu/reports/formtesolassessment
3: 1 selections
Syllabi
Syllabi Checklist
System Documents
System Settings
myau.american.edu
SEARCH
Copyright 2014 Help2Go Networks, LLC
2 of 3
3/2/15, 6:38 AM
!
Creating and Evaluating Assessments Assignment Directions
TESL 531: Language Assessment
!
In this assessment, you will analyze one standardized assessment and will create a
performance-based assessment with scoring guide for a particular student audience to
assess similar (if possible) content and language skills to what the standardized
assessment evaluates. For both activities, you will answer specific questions (see
below) in the form of a five- to seven-page report. You will be evaluated using the
rubric below based on how well you answer the questions and the quality of the
assessment and scoring guide you create. Note: Prior to completing this summative
assessment, you will complete four formative assessments including in-class and outof-class analyses and pair-work creation and piloting of other assessment tools.
!
Part 1: Assessment Evaluation Directions and Analysis Questions
Standardized Test: Limit yourself here. If you take on a major test like the LAS test
or the DC CAS, keep your analysis appropriately and consistently general. It will be
best to use just one section of an established standardized test in most cases. Pilot
the test in conditions as much like reality as possible; for example, keep to the time
limits. If possible, pilot it on someone who is representative of the audience it was
designed for and talk over the experience with them. However, piloting with a similar
type ELL will also be acceptable.
!
Questions:
1. Is the standardized test attached and/or its ordering information provided (date, authors,
and publisher)? Note: If you couldn’t obtain a copy of the test, answer #2 w/ particular
precision.
2. Provide a general description of the test (duration, number of items, types of items, test
purpose, scoring practices). Note: Be sure to use assessment language and terms learned
in class.
3. How do the test creators verify the test’s validity and reliability? How does the test stand
up against the three other principles of language assessment (authenticity, practicality,
and washback)?
4. Describe target-test takers (age, proficiency, type of learning situation).
5. What modifications are allowed for test-takers who do not fit the target audience for
some reason? Note: If none are provided by the test creators, speak to a teacher or
school administrator who is knowledgeable about this assessment and appropriate
modifications. (4a, 4c)
6. Describe the subsection of the test you have chosen in detail (e.g., item types, time
between questions, topics). What was your reason for choosing this section? How does
this subsection relate to other portions of the instrument?
7. What kinds of knowledge/skills would a test-taker need to succeed in the test? Are these
reasonable expectations for the intended audience? (4a)
8. Discuss whether this test would be appropriate for English language learners of at least
two different proficiency levels. What makes it appropriate or inappropriate? (4a)
9. Discuss whether this test would provide you with information on diagnosing an ELL as
gifted and talented or with other special learning needs. (4a, 4b)
10. How are correct answers assessed? If the instrument is close ended, how would you assess
distracters? Are they reasonable and well-formed? Are some obviously wrong? Do some try
to trick the test taker? If the test is open-ended, what kinds of scoring criteria are
provided? (4b)
11. How is the test scored? Is any justification provided for this approach? How would you
use the score to make instructional and placement decisions about students in your
classroom? (4b)
12. What were the results of piloting the test (note that even if only you yourself take the
test, it will be considered acceptable)? (4c)
13. What is your evaluation of the test (its validity and its intended audience)? Would you use
it in the intended situations? Would you make any modifications to improve it? (4c)
!
Additional Comments:
Remember to use correct APA formatting for references and in-text citations.
!
Part 2: Creation/Adaptation and Piloting Task Directions and Analysis Questions
Performance Assessment Task
For this task you need to develop a Performance Assessment for use with English
language learners that assesses language skills and content knowledge similar to that
assessed by the standardized test you analyzed for the Assessment Evaluation. You will
be asked to justify the relevance of this instrument in relation to your audience and
the curriculum of the course in which it will be used as well. Create a standardsbased scoring instrument to go with the instrument and pilot the assessment and
scoring instrument on at least one student.
!
Questions:
1. What kind of authentic assessment instrument did you design? Describe briefly and note
whether it is an assessment type commonly mentioned or something more unique using
terminology learned in class. Is a copy of the instrument (and/or its administration
instructions) included? If additional materials are required are they included? (4a)
2. Describe the audience for this assessment instrument (e.g., age, proficiency,
background). Why is this instrument particularly appropriate to this audience? (4a)
3. How does your assessment instrument relate to the course curriculum? (4c)
4. What was your reason for developing this particular test procedure?
5. Is your scoring scheme provided? Are all necessary instructions and explanations included?
(4c)
6. How did you score your instrument (rubrics, scoring scales, scoring guides)? How did you
determine that this method was a valid way of rating the task? (4c)
7. Pilot the test. Describe your informant (having an informant that resembles your
intended target audience will increase your score on this criterion).
8. In piloting your assessment procedures, did you find any surprises? If so, describe them. If
not, what portion of the activity worked very much according to plan? What
modifications, if any, would you make as a result of piloting the instrument? (4a, 4c)
9. Could this assessment procedure be easily adapted to other classes? Why or why not? (4a)
10. Could other authentic assessments be readily used in place of your instrument? What
might be some advantages and disadvantages?
!
Additional Comments:
Remember to use correct APA formatting for references and in-text citations.
!
!
!
!
!
Rubric for Creating and Evaluating Assessments
Standards
Needs Development
(1)
Meets Standard (2)
Exceeds Standard (3)
Standard 4.a. Issues of
Assessment for ESL
Candidates understand
various issues of
assessment (e.g.,
cultural and linguistic
bias; political,
social, and
psychological factors)
in assessment, IQ, and
special education
testing (including gifted
and talented), the
importance of
standards–based
assessment, and the
difference between
language proficiency
and other types of
assessment (e.g.,
standardized
achievement tests of
overall mastery), as
they affect ESOL
student learning.
-Candidate analysis of
assessments and
assessment results does
not demonstrate
adequate understanding
of issues of assessment
including validity and
reliability,
psychological, linguistic
and cultural
implications; the
importance of the
standards; and the
difference between
language proficiency
and other types of
assessment, as they
affect ESOL student
learning.
-Candidate analyzes
assessments and
assessment results in a
way that demonstrates
an understanding of
issues of assessment
including validity and
reliability,
psychological, linguistic
and cultural
implications; the
importance of the
standards; and the
difference between
language proficiency
and other types of
assessment, as they
affect ESOL student
learning.
-Candidate analyzes
assessments and
assessment results in a
way that demonstrates
superior understand
issues of assessment
including validity and
reliability,
psychological, linguistic
and cultural
implications; the
importance of the
standards; and the
difference between
language proficiency
and other types of
assessment, as they
affect ESOL student
learning.
-Assessments created
and adapted by
candidate do not
appear to be valid for
ESOL, or evidence
significant cultural or
linguistic bias
-Candidate creates and
adapts assessments so
that they appear to be
valid, and culturally
and linguistically
appropriate for ESOL
students.
-Candidate creates and
adapts assessments so
that they appear to be
highly valid, and
culturally and
linguistically
appropriate for ESOL
students.
!
!
!
Standards
TESOL Standard 4.b.
Language Proficiency
Assessment
Candidates know and
can use a variety of
standards-based
language proficiency
instruments to inform
their instruction, and
understand their uses
for identification,
placement, and
demonstration of
language growth of
ESOL students.
Needs Development
(1)
Meets Standard (2)
Exceeds Standard (3)
-Candidate analysis
does not adequately
demonstrate the
strength and
weaknesses of norm
and criterion
referenced assessments
for use with ESOL
learners to demonstrate
language growth in
identified areas.
-Candidate does not
construct a seemingly
effective criterionreferenced measure
and item types to
assess desired area of
language growth of
ESOL students.
-Candidate does not
effectively design/use
and pilots an
assessment measures
reading progress of
ESOL learners.
-Candidate’s
adaptations to
assessment do not
effectively make it
accessible for ESOL
learners.
-Performance based
measure created by
candidate does not
appear to effectively
assess students’
language skills and
communicative
competence in
curriculum
-Candidate adequately
analyzes and evaluates
the strength and
weaknesses of norm
and authentic criterion
referenced assessments
for use with ESOL
learners to demonstrate
language growth in
identified areas.
-Candidate constructs a
seemingly effective
criterion-referenced
measure and item types
to assess desired area
of language growth of
ESOL students.
-Candidate designs/
uses and pilots an
assessment that
effectively measures
reading progress of
ESOL learners.
-Candidate uses
appropriate adaptations
to make an assessment
accessible for ESOL
learners.
-Candidate creates a
performance based
measure that appears
to effectively assess
students’ language
skills and
communicative
competence in
curriculum
-Candidate insightfully
analyzes evaluates the
strength and
weaknesses of norm
and authentic criterion
referenced assessments
for use with ESOL
learners to demonstrate
language growth in
identified areas.
-Candidate constructs a
seemingly effective,
creative criterionreferenced measure
and item types to
assess identified area of
language growth of
ESOL students.
-Candidate designs/
uses and pilots an
assessment that
effectively measures
reading progress of
ESOL learners.
-Candidate creatively
and effectively adapts
an assessment measure
to make it appropriate
for ESOL learner.
-Candidate creates a
performance based
measure that creatively
and effectively assesses
students’ language
skills and
communicative
competence in
curriculum.
Standards
Needs Development
(1)
Meets Standard (2)
Exceeds Standard (3)
TESOL Standard 4.c.
Classroom-Based
Assessment for ESL
Candidates know and
use a variety of
classroom and
performance-based
assessment tools that
are standards based to
inform instruction.
-Candidate analysis and
evaluation of the
strength and
weaknesses a standard
based performance and
peer or self
assessments to inform
instruction does not
demonstrates
significant
understanding.
-Candidate does not
create or pilot an
appropriate
performance based
assessment tool that
measures student
progress towards
content and language
proficiency standards.
-Candidate does not
adequately adapt an
assessment instrument
for native language
learners to assess
content learning of low
intermediate ESOL
students’ who read in
their native language
two levels below grade.
-Candidate analysis and
evaluation of the
strength and
weaknesses a standard
based performance and
peer or self
assessments to inform
instruction
demonstrates correct
understanding.
-Candidate creates and
pilots an appropriate
performance based
assessment tool that
measures student
progress towards
content and language
proficiency standards
-Candidate adequately
adapts a seemingly
effective assessment
instrument for native
language learners to
assess content learning
of low intermediate
ESOL students’ who
read in their native
language two levels
below grade.
-Candidate insightfully
analyzes and evaluates
the strength and
weaknesses of
standards-based
performance and peer
or self assessments to
inform instruction.
-Candidate designs an
effective and creative
performance-based
assessment to measure
ESOL learners progress
towards content and
language proficiency
standards
-Candidate creatively
and appropriately
adapts a seemingly
effective assessment
instrument for native
language learners to
assess content learning
of low intermediate
ESOL students’ who
read in their native
language two levels
below grade.
Assignment Elements
-Not all documents are
submitted or questions
are not addressed
adequately.
-All required documents -All required documents
are submitted and all
are submitted and all
questions addressed.
questions addressed
thoroughly.
goEd Form
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Edit Creating and Evaluating Assessments
Person Completing Form: (choose one)
Creating and Evaluating Assessments complete directions (PDF)
Directions:
Please mark the box that best describes the appropriate level of performance for each element.
Standard 4.a. Issues of Assessment for ESL
Candidates understand various issues of assessment (e.g., cultural and linguistic bias;
political, social, and psychological factors) in assessment, IQ, and special education testing
(including gifted and talented), the importance of standards–based assessment, and the
difference between language proficiency and other types of assessment (e.g., standardized
achievement tests of overall mastery), as they affect ESOL student learning.
Scoring Rubric:
Needs Development (1) (must be resubmitted)
Candidate analysis of assessments and assessment results does not demonstrate
adequate understanding of issues of assessment including validity and reliability,
psychological, linguistic and cultural implications; the importance of the standards;
and the difference between language proficiency and other types of assessment, as
they affect ESOL student learning.
Assessments created and adapted by candidate do not appear to be valid for ESOL, or
evidence significant cultural or linguistic bias.
Meets Standard (2 points)
Candidate analyzes assessments and assessment results in a way that demonstrates
an understanding of issues of assessment including validity and reliability,
psychological, linguistic and cultural implications; the importance of the standards;
and the difference between language proficiency and other types of assessment, as
they affect ESOL student learning.
Candidate creates and adapts assessments so that they appear to be valid, and
culturally and linguistically appropriate for ESOL students.
Exceeds Standard (3 points)
Candidate analyzes assessments and assessment results in a way that demonstrates
superior understand issues of assessment including validity and reliability,
psychological, linguistic and cultural implications; the importance of the standards;
and the difference between language proficiency and other types of assessment, as
they affect ESOL student learning.
Candidate creates and adapts assessments so that they appear to be highly valid, and
culturally and linguistically appropriate for ESOL students.
Score
N/A 1 2 3
TESOL Standard 4.b. Language Proficiency Assessment
Candidates know and can use a variety of standards-‐‑based language proficiency instruments
to inform their instruction, and understand their uses for identification, placement, and
demonstration of language growth of ESOL students.
Scoring Rubric:
Needs Development (1) (must be resubmitted)
Candidate analysis does not adequately demonstrate the strength and weaknesses of
norm and criterion referenced assessments for use with ESOL learners to demonstrate
language growth in identified areas.
Candidate does not construct a seemingly effective criterion-‐‑referenced measure and
item types to assess desired area of language growth of ESOL students.
Candidate does not effectively design/use and pilots an assessment measures reading
progress of ESOL learners.
Candidate's adaptations to assessment do not effectively make it accessible for ESOL
learners.
Performance based measure created by candidate does not appear to effectively
assess students' language skills and communicative competence in curriculum.
Meets Standard (2 points)
Candidate adequately analyzes and evaluates the strength and weaknesses of norm
and authentic criterion referenced assessments for use with ESOL learners to
demonstrate language growth in identified areas.
Candidate constructs a seemingly effective criterion-‐‑referenced measure and item
types to assess desired area of language growth of ESOL students.
Candidate designs/uses and pilots an assessment that effectively measures reading
progress of ESOL learners.
Candidate uses appropriate adaptations to make an assessment accessible for ESOL
learners.
Candidate creates a performance based measure that appears to effectively assess
students' language skills and communicative competence in curriculum.
Exceeds Standard (3 points)
Candidate insightfully analyzes evaluates the strength and weaknesses of norm and
authentic criterion referenced assessments for use with ESOL learners to demonstrate
language growth in identified areas.
Candidate constructs a seemingly effective, creative criterion-‐‑referenced measure and
item types to assess identified area of language growth of ESOL students.
Candidate designs/uses and pilots an assessment that effectively measures reading
progress of ESOL learners.
Candidate creatively and effectively adapts an assessment measure to make it
appropriate for ESOL learner.
Candidate creates a performance based measure that creatively and effectively
assesses students' language skills and communicative competence in curriculum.
Score
N/A 1 2 3
TESOL Standard 4.c. Classroom-‐‑Based Assessment for ESL
Candidates know and use a variety of classroom and performance-‐‑based assessment tools
that are standards based to inform instruction.
Scoring Rubric:
Needs Development (1) (must be resubmitted)
Candidate analysis and evaluation of the strength and weaknesses a standard based
performance and peer or self assessments to inform instruction does not
demonstrates significant understanding.
Candidate does not create or pilot an appropriate performance based assessment tool
that measures student progress towards content and language proficiency standards.
Candidate does not adequately adapt an assessment instrument for native language
learners to assess content learning of low intermediate ESOL students' who read in
their native language two levels below grade.
Meets Standard (2 points)
Candidate analysis and evaluation of the strength and weaknesses a standard based
performance and peer or self assessments to inform instruction demonstrates correct
understanding.
Candidate creates and pilots an appropriate performance based assessment tool that
measures student progress towards content and language proficiency standards.
Candidate adequately adapts a seemingly effective assessment instrument for native
language learners to assess content learning of low intermediate ESOL students' who
read in their native language two levels below grade.
Exceeds Standard (3 points)
Candidate insightfully analyzes and evaluates the strength and weaknesses of
standards-‐‑based performance and peer or self assessments to inform instruction.
Candidate designs an effective and creative performance-‐‑based assessment to
measure ESOL learners progress towards content and language proficiency standards.
Candidate creatively and appropriately adapts a seemingly effective assessment
instrument for native language learners to assess content learning of low intermediate
ESOL students' who read in their native language two levels below grade.
Score
N/A 1 2 Assignment Elements
Scoring Rubric:
Needs Development (1) (must be resubmitted)
Not all documents are submitted or questions are not addressed adequately.
Meets Standard (2 points)
All required documents are submitted and all questions addressed.
Exceeds Standard (3 points)
All required documents are submitted and all questions addressed thoroughly.
3
Score
N/A 1 2 3
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Copyright 2014 Help2Go Networks, LLC
Social Studies Unit Plan Form Report
26 total Social Studies Unit Plan Forms submitted
- Rigorous Mean Score
2.8077
Median Score
3
Breakdown
0:
1:
2:
3:
Mean Score
2.7308
Median Score
3
Breakdown
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2.6923
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3
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2.7308
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3
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2.6923
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3
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2.7692
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3
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2.6538
Median Score
3
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1 selections
23 selections
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- Meaningful -
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- Responsive -
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- Coherent -
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- Engaging -
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- Effective -
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Mean Score
2.8077
Median Score
3
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Mean Score
2.4231
Median Score
3
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2.9615
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3
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- Parameters -
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- Form -
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SOCIAL STUDIES CURRICULAR UNIT GUIDELINES
•
Use the “Processes and Procedures in Planning a Curricular Unit”—remember that the purpose of
this assignment is to practice how one goes about developing a curricular unit. You should construct
your unit on a topic you know well and that is in line with DCPS standards.
•
Your unit should last between ten and fifteen days, assuming 50-55 minute class periods that meet
five days a week. If you are writing the unit for a block schedule, indicate this. The time spent in
class on the unit should be equivalent.
•
Use the example of the economic opportunities unit posted on blackboard.
•
Make sure that the time you have allotted to particular activities in reasonable.
•
Make sure there is a logical flow from the beginning to the end of the unit so that student learning is
scaffolded.
•
Use a variety of activities that target different ways of learning and different levels of cognitive
engagement; learning activities should support the content and skills identified in the front matter of
the unit
o No more than one class period can be used for a film
o No more than two class periods can be used for lecture
Include:
• The front matter of the unit plan should include each of the points on the Curricular Unit Template
(see last page)
•
Descriptions of daily lessons that identify the learning objectives, content, skills, and pedagogical
strategies for that day (these are usually about half a page in length)
•
Assessments, rubrics, and handouts to be used during the course of the unit
•
Complete citations for readings used, including page numbers
PROCESSES AND PROCEDURES IN PLANNING A CURRICULAR UNIT1
Note: The process of planning a curricular unit is iterative. While it is helpful to go through the following
procedure sequentially, you will almost certainly return to items throughout the process of developing a
curricular unit.
1. Identify the unit, course, grade level for the unit, and unit length (assuming a 50-55 minute class
period, five days per week—this can be adjusted for a block schedule)
2. Explain your personal stake in the unit—why is it meaningful to you?
3. Identify the unit topic and associated NCSS thematic standards and state content and skills standards
that are to be taught in the course
a. What are the big ideas that students should develop an enduring understanding of in this
unit?
b. What is important for students to know and be able to do? What are the facts, concepts,
principles, and skills that will promote the learning of the core ideas?
c. What knowledge, skills, and attitudes do we want students to encounter or be familiar with in
this unit?
4. Identify the essential questions for the unit
5. Identify/explain how student learning will be assessed
a. What indicators or evidence will demonstrate student learning?
b. How do the assessments reflect the content, skills, and attitudes outlined above?
c. How will you know what students do and don’t know at the beginning, middle, and end of the
unit
6. Sequence the content, skills, and attitudes identified in point 3 to build toward the assessments
identified in point 5 (these will be the daily lessons)
a. How do knowledge and performance skills need to be sequenced?
b. How can the knowledge and performance skills be most engaging for students?
c. In what ways will students be able to practice and refine what they learn?
d. What connections exist between this unit and other content and skills students might
encounter in other courses?
e. How can students work together to help each other learn?
7. Identify where and how instruction can be differentiated once the teacher has diagnostic information
from pre-tests and other formative assessments in the unit
8. Identify how community and cultural resources will be incorporated into this unit
9. Identify the materials needed to complete this unit
1
These processes and procedures have been adapted from Title VI Unit Development training at Littleton Public
Schools, Littleton, CO, 2001. John P. Zola, "The Planning Process," in Teaching the Social Sciences and History in
Secondary Schools: A Methods Book, ed. Social Science Education Consortium (Belmont, CA: Wadsworth
Publishing, 1996), 61. Grant Wiggins, Educative Assessment: Designing Assessments to Inform and Improve
Student Performance (San Francisco: Jossey-Bass, 1998), 207.
Unit Title:
Course:
Unit Length: [number of days]
Grade Level:
Length of Class Period:
Personal Stake:
Unit Topic:
NCSS Thematic Standards:
State Content and Skills Standards:
Methods of Inquiry:
Attitudes:
Essential Questions:
Assessment of Student Learning:
• Diagnostic Assessment:
• Formative Assessment:
• Summative Assessment:
Differentiation: [Summary of differentiation opportunities and possibilities in the curricular unit]
Community and Cultural Resources: [from the neighborhood study]
Daily Instruction:
• Provide a concise statement of the learning objectives for that day, including the NCSS and
state content and skills standards to be addressed. (See “Instructional Goals” and
“Standards” on Lesson Plan Template)
• Identify the central Methods of Inquiry
• Use a numbered or bulleted format with only one instructional activity per point. Subpoints
can be used to elaborate when necessary.
o Use short sentences to describe what the teacher does and what the students do.
o Connections to other lessons.
• Materials/Appendixes:
o Bibliography of readings
o Handouts
o Assessments
o Note: The handouts, readings, and other materials to be used will appear in the
appendixes at the end of the unit plan.
• Indicate how you can differentiate instruction.
• Explain assessments that are used.
• Homework
Summative Performance Assessment:
• Assessment
• Exemplar
• Rubric Attachment (f): Scoring Guide for the Assessment
Social Studies Curricular Unit Scoring Rubric
3
Rigorous:
Authentic:
Meaningful:
Responsive:
Coherent:
Engaging:
Effective:
General
feasibility:
Parameters:
2
1
0
Content, skills, and performance standards are high and in alignment
q q q q
with state standards
• NCSS and state standards are designated at the beginning of the unit and are clearly evident
throughout, reinforcing both the content and pedagogical strategies of the unit
• The work in the unit centers on significant topics, issues, and problems that are oriented
through the essential questions and daily instructional goals
• The unit employs methods of inquiry across different types of evidence and source material
that are consistent with the social studies field(s) being taught
• The ways in which materials are used in the unit compel students to create high quality
products/performances
The unit creates a contextually rich environment in which students can
q q q q
experience and perform within the social studies subject(s)
• Connections are drawn between the community context (neighborhood study) and the
curricular unit*
• The daily lessons and/or performance assessment(s) situate students in real life situations:
1) they replicate the tasks and constraints adults experience in the field; and, 2) assesses
whether students can create a quality product/performance in ways that adults are assessed
• Appropriate sources are used, which may include primary and secondary sources, and/or
data collected by the students
This unit is intellectually appropriate for a diverse group of students
q q q q
• The unit design, including daily instruction, differentiation, and assessments offer accessible
intellectual challenges to students
• Daily instruction and assessments are scaffolded and build on the prior knowledge of
students in the particular social studies area(s) being taught
The unit design can accommodate students with a range of abilities and
q q q q
interests
• The unit allows for adjustment based on diagnostic assessments and student interests
• Students with a range of learning styles, abilities, and interests can engage/do with work of
the unit*
The unit is logical for the student and for other teachers
q q q q
• The daily instruction and assessments are scaffolded so that the student’s abilities and work
increase in complexity
• The overarching goals of the unit are clear to students and they can see the significance of
their work*
The assessments, daily instruction, and work with source material is
q q q q
interesting and enhances student motivation and performance
• Lessons and/or source material engage student curiosity and promote a depth of inquiry
• There are multiple opportunities for differentiation to accommodate students with a range of
learning abilities
The unit design provides necessary instruction and supports for high
q q q q
quality student performance in the social studies field(s) being taught
• Students can understand and follow the assessment goals, standards, and tasks
• Students have multiple opportunities for teacher feedback and modeling
The unit can be implemented in the time allotted for the course and
q q q q
grade level indicated
The overall parameters for the curricular unit have been met
q q
• The unit will accommodate a 10-15 day timeframe with 50-55 minute class periods
• No more than one class period is used for a film
• No more than two class periods are used for lecture
• All assessments, rubrics, and handouts are included in the unit*
• Complete citations for all materials used in the unit are provided*
q
q
3
Form:
2
1
0
Daily instruction descriptions are easy to read and include the required elements as indicated
on the curricular unit template*
• The curricular unit is formatted to follow the curricular unit template and includes the required
elements
The form, style, and the mechanics of the curricular unit are correct and
q q q q
enhance the presentation of the material
•
Sentences are correctly structured, begin in a variety of ways, vary in length, and include
compound and complex forms
•
Ending marks, quotation marks, apostrophes, commas, and parentheses are consistently
used to enhance meaning or add effect
•
Spelling is correct
•
goEd Form
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Person Completing Form: (choose one)
Directions:
Social Studies Curricular Unit
Please mark the box that best describes the appropriate level of performance for each element.
Rigorous
Content, skills, and performance standards are
0 1 2 3
high and in alignment with state standards
NCSS and state standards are designated at the beginning of the unit and
are clearly evident throughout, reinforcing both the content and
pedagogical strategies of the unit
The work in the unit centers on significant topics, issues, and problems
that are oriented through the essential questions and daily instructional
goals
The unit employs methods of inquiry across different types of evidence
and source material that are consistent with the social studies field(s)
being taught
The ways in which materials are used in the unit compel students to
create high quality products/performances
Authentic
The unit creates a contextually rich environment
in which students can experience and perform
within the social studies subject(s)
0 1 2 3
Connections are drawn between the community context (neighborhood
study) and the curricular unit
The daily lessons and/or performance assessment(s) situate students in
real life situations: 1) they replicate the tasks and constraints adults
experience in the field; and, 2) assesses whether students can create a
quality product/performance in ways that adults are assessed
Appropriate sources are used, which may include primary and secondary
sources, and/or data collected by the students
Meaningful
This unit is intellectually appropriate for a diverse
0 1 2 3
group of students
The unit design, including daily instruction, differentiation, and
assessments offer accessible intellectual challenges to students
Daily instruction and assessments are scaffolded and build on the prior
knowledge of students in the particular social studies area(s) being taught
Responsive
The unit design can accommodate students with
a range of abilities and interests
0 1 2 3
The unit allows for adjustment based on diagnostic assessments and
student interests
Students with a range of learning styles, abilities, and interests can
engage/do with work of the unit
Coherent
The unit is logical for the student and for other
teachers
0 1 2 3
The daily instruction and assessments are scaffolded so that the student's
abilities and work increase in complexity
The overarching goals of the unit are clear to students and they can see
the significance of their work
Engaging
The assessments, daily instruction, and work with
source material is interesting and enhances
student motivation and performance
0 1 2 3
Lessons and/or source material engage student curiosity and promote a
depth of inquiry
There are multiple opportunities for differentiation to accommodate
students with a range of learning abilities
Effective
The unit design provides necessary instruction
and supports for high quality student
performance in the social studies field(s) being
taught
0 1 2 3
Students can understand and follow the assessment goals, standards, and
tasks
Students have multiple opportunities for teacher feedback and modeling
General feasibility
The unit can be implemented in the time allotted
for the course and grade level indicated
0 1 2 3
Parameters
The overall parameters for the curricular unit
have been met
0 1 2 3
The unit will accommodate a 10-‐‑15 day timeframe with 50-‐‑55 minute
class periods
No more than one class period is used for a film
No more than two class periods are used for lecture
All assessments, rubrics, and handouts are included in the unit
Complete citations for all materials used in the unit are provided
Daily instruction descriptions are easy to read and include the required
elements as indicated on the curricular unit template
The curricular unit is formatted to follow the curricular unit template and
includes the required elements
The form, style, and the mechanics of the
Form
0 1 2 3
curricular unit are correct and enhance the
presentation of the material
Sentences are correctly structured, begin in a variety of ways, vary in
length, and include compound and complex forms
Ending marks, quotation marks, apostrophes, commas, and parentheses
are consistently used to enhance meaning or add effect
Spelling is correct
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