Longwood Education Program State Assessment Plan
Longwood Educational Program: Business Education
Program Coordinator e-mail Address: daviscf@longwood.edu
Program Coordinator: Cheryl Davis
Program Coordinator Office Phone: 395-2006
SPA Name: No SPA, State & NBEA Standards
Date SPA Assessment Plan Submitted:
Longwood State Assessment Plan – Business Education
SPA Website:
June 26, 2006
Date Plan Approved by AIR:
Page 1
Cheryl Davis 6/28/2016
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
Program Assessments
STATE BUSINESS EDUCATION STANDARDS
1
Praxis I
2
Praxis II
3
Unit and
Lesson
Planning
BSED 435
4
Clinical
Experience
Evaluation
5
Teacher
Work
Sample
EDUC 402
6
Senior
Portfolio
BSED 432
7
Internship
MARK 492
8
Major Field
Test
1. Understands the foundations of work, the
career development process, current
X
X
X
X
X
occupational skills standards, and current
workplace skill requirements
2. Demonstrates the process of planning,
delivering, and evaluating instruction based
upon knowledge of subject matter in the field;
X
X
X
X
X
X
student, community, and work needs;
curriculum goals; findings of educational
research, and current market data.
3. Understands the process of reading and
demonstrates instructional abilities to teach
X
X
reading in the content area of business,
marketing, and computer technology
education.
4. Understands computational, financial, and
X
X
X
accounting principles and practices.
5. Understands content related to economics and
X
X
X
personal finance
6. Understands the principles of marketing,
X
X
X
management, law, and/or entrepreneurship.
7. Understands the principles of business
X
X
X
X
X
X
communications and is able to apply them in
oral, written, and electronic channels.
8. Understands and applies basic concepts of
X
X
X
keyboarding and business computer
applications and technology.
*This program does not have a SPA, but these standards were based on and correlated with the National Business Education Association
(NBEA) and National Association for Business Teacher Educators (NABTE) and VA State Education Standards.
Longwood State Assessment Plan – Business Education
Page 2
Cheryl Davis 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet State Standards
State Assessments
STATE BUSINESS EDUCATION STANDARDS
1. Understands the foundations of work, the
career development process, current
occupational skills standards, and current
workplace skill requirements
2. Demonstrates the process of planning,
delivering, and evaluating instruction based
upon knowledge of subject matter in the field;
student, community, and work needs;
curriculum goals; findings of educational
research, and current market data.
3. Understands the process of reading and
demonstrates instructional abilities to teach
reading in the content area of business,
marketing, and computer technology
education.
4. Understands computational, financial, and
accounting principles and practices.
1
Praxis I
2
Praxis II
Passing
Score
Passing
Score
Rubric
4
Clinical
Experience
Evaluation
5
Teacher
Work
Sample
EDUC 402
6
Senior
Portfolio
BSED 435
7
Internship
MARK 492
CXV
BSED
Q1
Holistic
Score
Rubric
Item 1
Supervisor
Evaluation
CXV
BSED
Q2
Holistic
Score
Rubric
Item 2
Supervisor
Evaluation
CXV
BSED
Q4a
Passing
Score
Passing
Score
5. Understands content related to economics and
personal finance
Passing
Score
6. Understands the principles of marketing,
management, law, and/or entrepreneurship.
7. Understands the principles of business
communications and is able to apply them in
oral, written, and electronic channels.
8. Understands and applies basic concepts of
keyboarding and business computer
applications and technology.
Passing
Score
Longwood State Assessment Plan – Business Education
3
Unit and
Lesson
Planning
BSED 435
Passing
Score
Page 3
Rubric
Item 4
CXV
BSED
Q4b
CXV
BSED
Q4c
CXV
BSED
Q4d
CXV
BSED
Q3
Passing
Score
8
Major Field
Test
Passing
Score
Passing
Score
Passing
Score
Holistic
Score
Supervisor
Evaluation
Passing
Score
CXV
BSED
Q4e
Cheryl Davis 6/28/2016
Chart 3: List of Assessments and Time of Administration
Name of Assessment
1
Praxis I
2 Praxis II
3 Unit and Lesson Planning
4 Clinical Experience Evaluation
5 Teacher Work Sample
6 Senior Portfolio
7 Internship
8 Major Field Test
Type or
Form of Assessment
When the Assessment
Is Administered
State Licensure Test
Prior to Admission to the Program
State Licensure Test
Prior to Admission to Student Teaching
Projects
BSED 435
Observation of Student Teaching
EDUC 402
Teacher Work Sample
BSED 435 & EDUC 402
Portfolio
BSED 435
Supervisor Evaluation
MARK 492
National Standardized Test
Senior Year
BUSINESS EDUCATION 6-12 LICENSURE HAS STATE STANDARDS, NOT A SPA. REPORTS ARE SUBMITTED TO THE STATE
WITHOUT A TEMPLATE
Longwood State Assessment Plan – Business Education
Page 4
Cheryl Davis 6/28/2016
APPENDIX:
Standard Aligned Assessment Rubrics
Longwood State Assessment Plan – Business Education
Page 5
Scoring Rubric for Lesson Plans (Assessment #3)
BSED 435 Teaching Demonstration Checklist
The student should acquire a total of 70 points on this activity to be considered
acceptable.
VISUAL:
1. PowerPoint or Other Visual with Objectives
5 points _______________
Appropriate Graphics/Color/Font on Visuals
5 points _______________
ORAL:
2. Attention-Getter or Sponge Activity
5 points _______________
3. Introduction (Tell Them What You’re Going to Teach Them) 10 points _______________
8. Body (Topic Covered Adequately – Content – Teach Them)
15 points _______________
9. Conclusion/Summary
10 points _______________
10. Assessment/Evaluation of Student Learning (Objectives)
10 points _______________
11. Appeal to Variety of Learner Styles
10 points _______________
12. Time Limit
5 points _______________
Begin Time
_______________
End Time
_______________
13. Good Eye Contact & Voice Level
10 points _______________
14. Complete Lesson Plan w/ Supplemental Material
15 points _______________
TOTAL POINTS:
100 points _______________
COMMENTS:
Longwood State Assessment Plan – Business Education
Page 6
Final Clinical Experience Evaluation v062
(Assessment #4 – Business Education Standards Highlighted)
*Average Score of “2.5” Considered Acceptable
Page 1
Enter the confidential access number provided to you in order to continue to the Clinical
Experience Evaluation.
{Enter text answer}
[
]
Page 2
Final Clinical Experience Evaluation (v. 062)
IMPORTANT NOTE: This evaluation can only be processed if the Longwood ID and
teacher candidate name you provide are accurate. If you do not have access to this
information, please ask the candidate to provide this information. Thank you.
Please provide the candidate's Longwood ID/CWID:
{Enter text answer}
[
]
NOTE: You MUST provide a correct Longwood ID in order for this evaluation to be
processed.
Please provide the candidate's name as s/he is currently enrolled at Longwood:
Last Name
{Enter text answer}
[
]
First Name
{Enter text answer}
[
]
Middle Name or Middle Initial
{Enter text answer}
[
]
Please indicate on which of the following you are reporting information:
{Choose one}
( ) Student Teaching Placement 1
( ) Student Teaching Placement 2
( ) Full Student Teaching Experience
( ) Graduate Professional Internship (EDUC 689)
( ) Other Placement
Please indicate the semester and year in which you are completing this evaluation:
Semester
{Choose one}
( ) Spring
Longwood State Assessment Plan – Business Education
Page 7
( ) Summer
( ) Fall
Year
{Choose one}
( ) 2006
( ) 2007
( ) 2008
( ) 2009
( ) 2010
( ) 2011
( ) 2012
( ) 2013
( ) 2014
( ) 2015
Please indicate your role:
{Choose one}
( ) University Supervisor
( ) Cooperating Teacher
( ) University Faculty
( ) Principal
( ) Other
INSTRUCTIONS: Below are essential knowledge and skills that the Longwood
Professional Education Community has determined as important for its candidates to
develop during their educational preparation. Using the available Conceptual Framework
Standards Rubrics, please assess this candidate's present ability to demonstrate these
characteristics. If you are unable to evaluate a candidate on a particular indicator (i.e.,
you did not have an opportunity to observe this behavior), please choose "NA" for "Not
Applicable/Not Observed." However, please use this option sparingly as we desire your
best judgment of the candidate's ability on as many of these indicators as possible.
Click here to view a copy of the Longwood Conceptual Framework Standards Rubrics.
CF Standard I: Content Knowledge
a. Demonstrates understanding of the subject being taught
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Helps learners understand the subject and its relationship to the student
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Business Education
Page 8
c. Uses variety of methods and materials to present subject content
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Communicates concepts, processes and knowledge
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Demonstrates instructional strategies related to content and student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Guides students to understand content from various perspectives and its relationship to
the world at large
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 3
CF Standard II: Planning
a. Develops outcomes aligned with standards
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses contextual data to design instruction relevant to students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Plans assessments to guide instruction and measure learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Business Education
Page 9
d. Plans instructional strategies, activities, and adaptations that address learning
outcomes for all students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Plans instructional strategies, activities, and adaptations that facilitate multiple levels of
learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard III: Learning Climate
a. Communicates rules, procedures, and academic standards
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Demonstrates fair and positive classroom management techniques
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Establishes a safe and supportive learning environment that encourages mutual
cooperation and respect
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Demonstrates an understanding of child development with respect to typical and
atypical behaviors of students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Business Education
Page 10
e. Communicates high expectations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Values and supports student diversity and addresses individual needs
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard IV: Implementation/Management
a. Uses effective lesson design to provide instruction appropriate to lesson objectives
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Facilitates high expectations for all learners through individual and group learning
experiences
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Stimulates and encourages critical thinking and creative problem solving as
appropriate
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Implements planned instruction based on diverse student needs and assessment data
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Uses time effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Business Education
Page 11
f. Uses and arranges classroom space effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 4
CF Standard V: Evaluation/Assessment
a. Uses a variety of appropriate evaluation methods for each lesson objective
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses assessments that are aligned with learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Analyzes assessment data to guide instruction and learning and to measure learning
progress
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Shares assessment results with students and parents
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Adapts assessments to accommodate diverse learning needs and situations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Business Education
Page 12
CF Standard VI: Communication
a. Demonstrates competence in oral communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Demonstrates competence in written communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Demonstrates the ability to communicate with students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Demonstrates the ability to communicate with school personnel
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Demonstrates the ability to communicate with parents and families
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard VII: Technology
a. Uses media, technology, and available resources to design and plan instruction
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses media, technology, and available resources to implement instruction and facilitate
student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
Longwood State Assessment Plan – Business Education
Page 13
( ) NA
c. Uses media, technology, and available resources to assess and communicate student
learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Integrates student use of media, technology, and available resources into instruction
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
For the candidate you are evaluating, please indicate his/her educational program of
study:
{Choose one}
( ) Art Education
( ) Elementary Education
( ) Business Education
( ) Other
Page 7
Below are additional standards for those who are pursuing a degree to work in business
education. Please assess this candidate's present ability to demonstrate these
characteristics.
Business Education Standards
1. Understands the foundations of work, the career development process, current
occupational skills standards, and current workplace skill requirements.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2. Demonstrates the process of planning, delivering, and evaluating instruction based
upon knowledge of subject matter in the field; student, community, and work needs;
curriculum goals; findings of educational research, and current market data.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3. Understands the principles of business communications and is able to apply them in
oral, written, and electronic channels.
{Choose one}
Longwood State Assessment Plan – Business Education
Page 14
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4a. Demonstrates knowledge, skills, and processes related to teaching reading in the
content area of business, marketing, and computer technology education.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4b. Demonstrates knowledge, skills, and processes related to teaching computational,
financial, and accounting principles and practice.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4c. Demonstrates knowledge, skills, and processes related to teaching content related to
economics and personal finance.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4d. Demonstrates knowledge, skills, and processes related to teaching the principles of
marketing, management, law, and/or entrepreneurship.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4e. Demonstrates knowledge, skills, and processes related to teaching basic concepts of
keyboarding and business computer applications and technology.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 8
Thank you for taking a moment to help us collect information about how well Longwood
is preparing teachers. Please click "finish" below to submit your responses.
Longwood State Assessment Plan – Business Education
Page 15
Teacher Work Sample Analytic Scoring Rubrics
(Assessment #5)
*NOTE: An average score of 2.5 across indicators aligned to any standard is considered Acceptable. A
Holistic Score of 3 or 4 will be considered as meeting Business Education State Standards.
Contextual Factors
Rubric
TWS Standard: The teacher uses information about the learning/teaching context and student individual
differences to set learning goals, plan instruction and assess learning.
Rating 
Indicator 
1. Knowledge of
Community,
School and
Classroom Factors
2. Knowledge of
Characteristics of
Students
3. Knowledge of
Students’ Varied
Approaches to
Learning
4. Knowledge of
Students’ Skills
And Prior
Learning
5. Implications for
Instructional
Planning and
Assessment
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Teacher displays minimal,
irrelevant, or biased
knowledge of the
characteristics of the
community, school, and
classroom.
Teacher displays some
knowledge of the
characteristics of the
community, school, and
classroom that may affect
learning.
Teacher displays a
comprehensive
understanding of the
characteristics of the
community, school, and
classroom that may affect
learning.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge of student
differences (e.g.
development, interests,
culture, abilities/disabilities).
Teacher displays general
knowledge of student
differences (e.g.,
development, interests,
culture, abilities/disabilities)
that may affect learning.
Teacher displays general
& specific understanding
of student differences
(e.g., development,
interests, culture,
abilities/disabilities) that
may affect learning.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge about the
different ways students learn
(e.g., learning styles, learning
modalities).
Teacher displays general
knowledge about the
different ways students learn
(e.g., learning styles, learning
modalities).
Teacher displays general
& specific understanding
of the different ways
students learn (e.g.,
learning styles, learning
modalities) that may affect
learning.
Teacher displays little or
irrelevant knowledge of
students’ skills and prior
learning.
Teacher displays general
knowledge of students’ skills
and prior learning that may
affect learning.
Teacher displays general
& specific understanding
of students’ skills and
prior learning that may
affect learning.
Teacher does not provide
implications for instruction
and assessment based on
student individual
differences and community,
school, and classroom
characteristics OR provides
inappropriate implications.
Teacher provides general
implications for instruction
and assessment based on
student individual
differences and community,
school, and classroom
characteristics.
Teacher provides specific
implications for
instruction and
assessment based on
student individual
differences and
community, school, and
classroom characteristics.
Longwood State Assessment Plan – Business Education
Page 16
Score
Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating 
Indicator 
1. Significance,
Challenge and
Variety
(Business
Education State
Standard 2)
2. Clarity
(Business
Education State
Standard 2)
3. Appropriateness
For Students
(Business Education
State Standard 2)
4. Alignment with
National, State or
Local Standards
(Business
Education State
Standard 2)
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Goals reflect only one type
or level of learning.
Goals reflect several types
or levels of learning but lack
significance or challenge.
Goals reflect several types
or levels of learning and
are significant and
challenging.
Goals are not stated clearly
and are activities rather than
learning outcomes.
Some of the goals are clearly
stated as learning outcomes.
Goals are not appropriate
for the development; prerequisite knowledge, skills,
experiences; or other
student needs.
Some goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs.
Most goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs.
Goals are not aligned with
national, state or local
standards.
Some goals are aligned with
national, state or local
standards.
Most of the goals are
explicitly aligned with
national, state or local
standards.
Longwood State Assessment Plan – Business Education
Most of the goals are
clearly stated as learning
outcomes.
Page 17
Score
Assessment Plan
Rubric
TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals
to assess student learning before, during and after instruction.
Rating 
Indicator 
1. Alignment with
Learning Goals
and Instruction
2. Clarity of
Criteria and
Standards for
Performance
3. Multiple Modes
and Approaches
4. Technical
Soundness
5. Adaptations
Based on the
Individual Needs
of Students
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Content and methods of
assessment lack congruence
with learning goals or lack
cognitive complexity.
Some of the learning goals
are assessed through the
assessment plan, but many
are not congruent with
learning goals in content and
cognitive complexity.
Each of the learning goals is
assessed through the
assessment plan;
assessments are congruent
with the learning goals in
content and cognitive
complexity.
Assessment criteria have
been developed, but they are
not clear or are not explicitly
linked to the learning goals.
Assessment criteria are clear
and are explicitly linked to
the learning goals.
The assessment plan
includes only one
assessment mode and does
not assess students before,
during, and after instruction.
The assessment plan
includes multiple modes but
all are either pencil/paper
based (i.e. they are not
performance assessments)
and/or do not require the
integration of knowledge,
skills and reasoning ability.
The assessment plan
includes multiple assessment
modes (including
performance assessments,
lab reports, research
projects, etc.) and assesses
student performance
throughout the instructional
sequence.
Assessments are not valid;
scoring procedures are
absent or inaccurate; items
or prompts are poorly
written; directions and
procedures are confusing to
students.
Assessments appear to
have some validity. Some
scoring procedures are
explained; some items or
prompts are clearly written;
some directions and
procedures are clear to
students.
Assessments appear to be
valid; scoring procedures
are explained; most items
or prompts are clearly
written; directions and
procedures are clear to
students.
Teacher does not adapt
assessments to meet the
individual needs of students
or these assessments are
inappropriate.
Teacher makes adaptations
to assessments that are
appropriate to meet the
individual needs of some
students.
Teacher makes adaptations
to assessments that are
appropriate to meet the
individual needs of most
students.
The assessments contain no
clear criteria for measuring
student performance relative
to the learning goals.
Longwood State Assessment Plan – Business Education
Page 18
Scor
e
Design for Instruction
Rubric
TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs,
and learning contexts.
1
2
3
Rating 
Indicator Not Met
Indicator Partially Met
Indicator Met
Score
Indicator 
Few lessons are explicitly
Most lessons are explicitly
All lessons are explicitly
linked to learning goals.
linked
to
learning
goals.
linked to learning goals.
1. Alignment with
Few learning activities,
Most
learning
activities,
All learning activities,
Learning Goals
assignments and resources
assignments and resources
assignments and resources
(Business
are aligned with learning
Education State
are aligned with learning
are aligned with learning
goals. Not all learning
Standard 2)
goals. Most learning goals
goals. All learning goals
goals are covered in the
are covered in the design.
are covered in the design.
design.
Teacher’s use of content
appears to contain
numerous inaccuracies.
Content seems to be
viewed more as isolated
skills and facts rather than
as part of a larger
conceptual structure.
Teacher’s use of content
appears to be mostly
accurate. Shows some
awareness of the big ideas or
structure of the discipline.
Teacher’s use of content
appears to be accurate.
Focus of the content is
congruent with the big
ideas or structure of the
discipline.
3. Lesson and
Unit Structure
(Business
Education State
Standard 2)
The lessons within the unit
are not logically organized
organization (e.g.,
sequenced).
The lessons within the unit
have some logical
organization and appear to
be somewhat useful in
moving students toward
achieving the learning goals.
All lessons within the unit
are logically organized and
appear to be useful in
moving students toward
achieving the learning
goals.
4. Use of a Variety
of Instruction,
Activities,
Assignments and
Resources
(Business
Education State
Standard 2)
Little variety of instruction,
activities, assignments, and
resources. Heavy reliance
on textbook or single
resource (e.g., work sheets).
Some variety in instruction,
activities, assignments, or
resources but with limited
contribution to learning.
Significant variety across
instruction, activities,
assignments, and/or
resources. This variety
makes a clear contribution
to learning.
5. Use of
Contextual
Information and
Data to Select
Appropriate and
Relevant
Activities,
Assignments and
Resources
(Business
Education State
Standard 2)
Instruction has not been
designed with reference to
contextual factors and preassessment data. Activities
and assignments do not
appear productive and
appropriate for each
student.
Some instruction has been
designed with reference to
contextual factors and preassessment data. Some
activities and assignments
appear productive and
appropriate for each
student.
Most instruction has been
designed with reference to
contextual factors and
pre-assessment data.
Most activities and
assignments appear
productive and
appropriate for each
student.
Technology is
inappropriately used OR
teacher does not use
technology, and no (or
inappropriate) rationale is
provided.
Teacher uses technology but
it does not make a
significant contribution to
teaching and learning OR
teacher provides limited
rationale for not using
technology.
Teacher integrates
appropriate technology
that makes a significant
contribution to teaching
and learning OR provides
a strong rationale for not
using technology.
2. Accurate
Representation of
Content
(Business
Education State
Standard 2)
6. Use of
Technology
(Business
Education State
Standard 2)
Longwood State Assessment Plan – Business Education
Page 19
Instructional Decision-Making
Rubric
TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.
Rating 
Indicator 
1. Sound
Professional
Practice
2. Modifications
Based on Analysis
of Student
Learning
3. Congruence
Between
Modifications and
Learning Goals
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Instructional decisions are
mostly appropriate, but
some decisions are not
pedagogically sound.
Most instructional
decisions are pedagogically
sound (i.e., they are likely
to lead to student learning).
Teacher treats class as “one
plan fits all” with no
modifications.
Some modifications of the
instructional plan are made
to address individual student
needs, but these are not
based on the analysis of
student learning, best
practice, or contextual
factors.
Appropriate modifications
of the instructional plan
are made to address
individual student needs.
These modifications are
informed by the analysis of
student
learning/performance, best
practice, or contextual
factors. Include
explanation of why the
modifications would
improve student progress.
Modifications in instruction
lack congruence with
learning goals.
Modifications in instruction
are somewhat congruent
with learning goals.
Modifications in
instruction are congruent
with learning goals.
Many instructional decisions
are inappropriate and not
pedagogically sound.
Longwood State Assessment Plan – Business Education
Page 20
Score
Analysis of Student Learning
Rubric
TWS Standard: The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
Rating 
Indicator 
1. Clarity and
Accuracy of
Presentation
2. Alignment with
Learning Goals
1
Indicator Not Met
2
Indicator Partially Met
Presentation is not clear and
accurate; it does not
accurately reflect the data.
Presentation is
understandable and contains
few errors.
Presentation is easy to
understand and contains no
errors of representation.
Analysis of student learning
is partially aligned with
learning goals and/or fails to
provide a comprehensive
profile of student learning
relative to the goals for the
whole class, subgroups, and
two individuals.
Analysis is fully aligned with
learning goals and provides
a comprehensive profile of
student learning for the
whole class, subgroups, and
two individuals.
Analysis of student learning
is not aligned with learning
goals.
3
Indicator Met
3. Interpretation
of Data
Interpretation is inaccurate,
and conclusions are missing
or unsupported by data.
Interpretation is technically
accurate, but conclusions are
missing or not fully
supported by data.
Interpretation is meaningful,
and appropriate conclusions
are drawn from the data.
4. Evidence of
Impact on Student
Learning
Analysis of student learning
fails to include evidence of
impact on student learning
in terms of numbers of
students who achieved and
made progress toward
learning goals.
Analysis of student learning
includes incomplete
evidence of the impact on
student learning in terms of
numbers of students who
achieved and made progress
toward learning goals.
Analysis of student learning
includes evidence of the
impact on student learning
in terms of number of
students who achieved and
made progress toward each
learning goal.
Longwood State Assessment Plan – Business Education
Page 21
Scor
e
Reflection and Self-Evaluation
Rubric
TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to
improve teaching practice.
Rating 
Indicator 
1. Interpretation of
Student Learning
2. Insights on
Effective
Instruction and
Assessment
3. Alignment
Among Goals,
Instruction and
Assessment
4. Implications for
Future Teaching
5. Implications for
Professional
Development
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
No evidence or reasons
provided to support
conclusions drawn in
“Analysis of Student
Learning” section.
Provides evidence but no
(or simplistic, superficial)
reasons or hypotheses to
support conclusions drawn
in “Analysis of Student
Learning” section.
Uses evidence to support
conclusions drawn in
“Analysis of Student
Learning” section. Explores
multiple hypotheses for why
some students did not meet
learning goals.
Provides no rationale for
why some activities or
assessments were more
successful than others.
Identifies successful and
unsuccessful activities or
assessments and
superficially explores
reasons for their success or
lack thereof (no use of
theory or research).
Identifies successful and
unsuccessful activities and
assessments and provides
plausible reasons (based on
theory or research) for their
success or lack thereof.
Does not connect learning
goals, instruction, and
assessment results in the
discussion of student
learning and effective
instruction and/or the
connections are irrelevant or
inaccurate.
Connects learning goals,
instruction, and assessment
results in the discussion of
student learning and
effective instruction, but
misunderstandings or
conceptual gaps are present.
Logically connects learning
goals, instruction, and
assessment results in the
discussion of student
learning and effective
instruction.
Provides no ideas or
inappropriate ideas for
redesigning learning goals,
instruction, and assessment.
Provides ideas for
redesigning learning goals,
instruction, and assessment
but offers no rationale for
why these changes would
improve student learning.
Provides ideas for
redesigning learning goals,
instruction, and assessment
and explains why these
modifications would
improve student learning.
Provides no professional
learning goals or goals that
are not related to the
insights and experiences
described in this section.
Presents professional
learning goals that are not
strongly related to the
insights and experiences
described in this section
and/or provides a vague
plan for meeting the goals.
Presents a small number of
professional learning goals
that clearly emerge from the
insights and experiences
described in this section.
Describes specific steps to
meet these goals.
Longwood State Assessment Plan – Business Education
Page 22
Scor
e
Holistic Score _________
Rate the TWS overall using the following holistic scale:
1 = Beginning
2 = Developing
3 = Proficient
4 = Exemplary
Beginning
The Beginning performance provides little or no evidence of the teacher’s ability to plan,
deliver, and assess a standards-based instructional sequence, analyze student learning,
and reflect on his or her instruction and student learning to improve teaching practice.
Developing
The Developing performance provides limited evidence of the teacher’s ability to plan,
deliver, and assess a standards-based instructional sequence, analyze student learning,
and reflect on his or her instruction and student learning to improve teaching practice.
Proficient
The Proficient performance provides sufficient evidence of the teacher’s ability to plan,
deliver, and assess a standards-based instructional sequence, analyze student learning,
and reflect on his or her instruction and student learning to improve teaching practice.
Exemplary
The Exemplary performance provides clear, consistent, and convincing evidence of the
teacher’s ability to plan, deliver, and assess a standards-based instructional sequence,
analyze student learning, and reflect on his or her instruction and student learning to
improve teaching practice.
Longwood State Assessment Plan – Business Education
Page 23
Rubric for Business Education – State Standards (Assessment #6)
* Average Score of “2” considered acceptable

State Standard
Unacceptable
Acceptable
Target
1
2
3
1. Understands the
Demonstrates little
Demonstrates
Demonstrates
foundations of work,
understanding of the
adequate
thorough
the career development knowledge, skills, and understanding of the knowledge of the
process, current
processes of career
knowledge, skills,
knowledge, skills,
occupational skills
development
and processes of
and processes of
standards, and current
career development career
workplace skill
development
requirements
2. Demonstrates the
Demonstrates little
Demonstrates
Demonstrates
process of planning,
understanding of the
adequate
thorough
delivering, and
knowledge, skills, and understanding of the knowledge of the
evaluating instruction
processes of teaching knowledge, skills,
knowledge, skills,
based upon knowledge business education
and processes of
and processes of
of subject matter in the
teaching business
teaching business
field; student,
education
education
community, and work
needs; curriculum
goals; findings of
educational research,
and current market data
3. Understands the
principles of business
communications and is
able to apply them in
oral, written, and
electronic channels
4. Understanding of the
knowledge, skills, and
processes for teaching
Business appropriate to
the developmental
levels of students in
grades 6– 12 including
the following areas:
2.a) business,
marketing, and
computer technology
education
Demonstrates little
understanding of the
knowledge, skills, and
processes of business
communication
Demonstrates
adequate
understanding of the
knowledge, skills,
and processes of
business
communication
Demonstrates
thorough
knowledge of the
knowledge, skills,
and processes of
business
communication
Demonstrates little
knowledge and
experience in
planning, developing,
administering, and
evaluating a program
in Business education
Demonstrates
adequate knowledge
and experience in
planning,
developing,
administering, and
evaluating a
program in Business
education
Demonstrates a
thorough
knowledge and
experience in
planning,
developing,
administering, and
evaluating a
program in
Business
Longwood State Assessment Plan – Business Education
Page 24
Score
2. b) computational,
financial, and
accounting principles
and practice
Demonstrates little
knowledge or
understanding of the
directing process
Demonstrates
adequate knowledge
and understanding
of the directing
process
2. c) economics and
personal finance
Demonstrates little
knowledge or
proficiency in
technical Business,
including lighting, set
design, stage craft,
costuming, makeup,
and safety
Demonstrates
adequate knowledge
or proficiency in
technical Business,
including lighting,
set design, stage
craft, costuming,
makeup, and safety
2. d) the principles of
marketing,
management, law,
and/or
entrepreneurship
Demonstrates little
understanding, skills,
or proficiency in
acting or acting styles
Demonstrates
adequate
understanding, skills,
and proficiency in
acting and acting
styles
2.e) basic concepts of
keyboarding and
business computer
applications and
technology
Demonstrates little
knowledge of
dramatic literature
Demonstrates
adequate knowledge
dramatic literature
Longwood State Assessment Plan – Business Education
education
Demonstrates
thorough
knowledge and
understanding of
the directing
process
Demonstrates
thorough
knowledge or
proficiency in
technical Business,
including lighting,
set design, stage
craft, costuming,
makeup, and
safety
Demonstrates
thorough
understanding,
skills, and
proficiency in
acting and acting
styles
Demonstrates
thorough
knowledge of
dramatic literature
Page 25
Rubric for Business Education – State Standards (Assessment #7)
Student must obtain an overall rating for “Satisfactory” on this assessment.
INTERNSHIP SUPERVISOR EVALUATION
Longwood University College of Business and Economics
Farmville, VA 23909
Evaluation for "Students Last Name"
Evaluation for "Student's First Name"
Sponsoring Organization
Complete and return by:(MM/DD/YY)
Excellent
Very
Needs
Satisfactory
Unsatisfactory
Good
Improvement
Arrived at the appointed time
Behaved in a professional manner
Dressed appropriately
Effectively performed assignments
Showed initiative and ability to work with limited supervision
Positively represented Longwood & Business College
Computer skills
Oral communication skills
Written communication skills
Ability to work with others
Overall rating of intern's performance
Longwood State Assessment Plan – Business Education
Page 26
Cheryl Davis 6/28/2016
Describe the ways in which the intern's performance benefited your organization
What are the intern's strengths
In what areas does the intern need to improve
Excellent
Very
Needs
Satisfactory
Unsatisfactory
Good
Improvement
Contact with the Faculty Internship Instructor
Intern's preparation for the internship
Communication with the Internship Director
Longwood State Assessment Plan – Business Education
Page 27
Cheryl Davis 6/28/2016
Overall rating of internship program
What are your suggestions for improving the Business School's internship program?
Based on your experience, would you supervise other Business College interns or recommend the internship program to others?
Submit
Longwood State Assessment Plan – Business Education
Reset
Page 28
Cheryl Davis 6/28/2016