Longwood Education Program SPA Assessment Plan
Longwood Educational Program: Science Education
Program Coordinator e-mail Address: mccauleyev@longwood.edu
Program Coordinator: Enza McCauley, Ed. D.
Program Coordinator Office Phone: 434-395-2133
National Science Teachers
SPA Name: Association (NSTA)
SPA Website: nsta.org
Date SPA Assessment Plan Submitted: 3/1/07
Longwood SPA Assessment Plan - Science
Date Plan Approved by AIR:
Page 1
Enza McCauley 6/28/2016
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
SPA Assessments
NSTA STANDARDS
1. Content.
Teachers are prepared in content if they:
(a) understand and can successfully convey to students
the major concepts, principles, theories, laws, and
interrelationships
(b) understand and can successfully convey to students
the unifying concepts of science
(c) understand and can successfully convey to students
important personal and technological applications of
science
d) understand research and can successfully design,
conduct, report evaluate investigations in science
(e) understand and use mathematics to process and
report data, and solve problems
2. Nature of Science.
Teachers of science engage students effectively in
studies of the history, philosophy, and practice of
science must if they:
(a) understand the historical and cultural development
of science and the evolution of knowledge in their
discipline;
(b) understand the philosophical tenets, assumptions,
goals, and values that distinguish science from
technology and from other ways of knowing the world;
(c) engage students successfully in studies of the nature
of science including, when possible, the critical analysis
of false or doubtful assertions made in the name of
science
Longwood SPA Assessment Plan - Science
1
Content
Knowledge
(Required)
2
Content
Knowledge
Conceptual
Science
(Required)
RC
RC
3
Pedagogical
KSD
Planning
(Required)
4
Pedagogical
KSD
Application
(Required)
5
Effects on
Student
Learning
(Required)
6
Pedagogical
KSD
Safety &
Ethics
(Required)
7
Content
Knowledge
Research
(Required)
8
Content
Knowledge
Contextual
Content
(Required)
RQ
RQ
RC
RQ
RC
RC
RC
RC
RC
RQ
Page 2
Enza McCauley 6/28/2016
SPA Assessments
NSTA STANDARDS
1
Content
Knowledge
(Required)
2
Content
Knowledge
Conceptual
Science
(Required)
3. Inquiry.
Teachers of science engage students both in studies of
various methods of scientific inquiry and in active
learning through scientific inquiry if they
(a) understand the processes, tenets, and assumptions
of multiple methods of inquiry leading to scientific
knowledge;
(b) engage students successfully in developmentally
appropriate inquiries that require them to develop
concepts and relationships from their observations,
data, and inferences in a scientific manner.
4.Issues.
Teachers of science recognize that informed citizens
must be prepared to make decisions and take action on
contemporary science- and technology-related issues of
interest to the general society if they
(a) technology in their field of licensure, as well as
processes used understand socially important issues
related to science and to analyze and make
decisions on such issues;
(b) engage students successfully in the analysis of
problems, including considerations of risks, costs, and
benefits of alternative solutions; relating these to the
knowledge, goals and values of the students.
5. General Skills of Teaching.
Teachers of science create a community of diverse
learners who construct meaning from their science
experiences and possess a disposition for further
exploration and learning if they:
(a) vary their teaching actions, strategies, and methods
to promote the development of multiple student
skills and levels of understanding;
(b) promote the learning of science by students with
different abilities, needs, interests, and backgrounds;
Longwood SPA Assessment Plan - Science
3
Pedagogical
KSD
Planning
(Required)
4
Pedagogical
KSD
Application
(Required)
5
Effects on
Student
Learning
(Required)
6
Pedagogical
KSD
Safety &
Ethics
(Required)
7
Content
Knowledge
Research
(Required)
8
Content
Knowledge
Contextual
Content
(Required)
RC
RC
RQ
RC
RQ
Page 3
RC
RC
RC
RC
Enza McCauley 6/28/2016
SPA Assessments
NSTA STANDARDS
1
Content
Knowledge
(Required)
2
Content
Knowledge
Conceptual
Science
(Required)
(c) organize and engage students in collaborative
learning using different student group learning
strategies;
(d) use technological tools, including but not limited to
computer technology, to access resources, collect and
process data, and facilitate the learning of science;
(e) understand and build effectively upon the prior
beliefs, knowledge, experiences, and interests of
students; and
(f) create and maintain a psychologically and socially
safe and supportive learning environment
6. Curriculum.
Teachers of science plan and implement an active,
coherent, and effective. To show that they are prepared
to plan and implement an effective science curriculum,
teachers of science must demonstrate that they if they:
(a) understand the curricular NSES recommendations
and can identify, access, and/or create resources
and activities for science education that are
consistent with the standards;
(b) plan and implement internally consistent units of
study that address the diverse goals of the NSES and
the needs and abilities of students.
7. Science in the Community.
Teachers of science relate their discipline to their local
and regional communities, involving stakeholders and
using the individual, institutional, and natural resources
of the community in their teaching if they:
(a) identify ways to relate science to the community,
involve stakeholders, and use community resources to
promote the learning of science;
Longwood SPA Assessment Plan - Science
3
Pedagogical
KSD
Planning
(Required)
4
Pedagogical
KSD
Application
(Required)
5
Effects on
Student
Learning
(Required)
6
Pedagogical
KSD
Safety &
Ethics
(Required)
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
7
Content
Knowledge
Research
(Required)
8
Content
Knowledge
Contextual
Content
(Required)
RC
Page 4
Enza McCauley 6/28/2016
SPA Assessments
NSTA STANDARDS
1
Content
Knowledge
(Required)
2
Content
Knowledge
Conceptual
Science
(Required)
(b) involve students successfully in activities that relate
science to resources and stakeholders in the community
or to the resolution of issues important to the
community.
8. Assessment.
Teachers of science construct and use effective
assessment strategies to determine the backgrounds
and achievements of learners and facilitate their
intellectual, social, and personal development if they:
(a) use multiple assessment tools and strategies to
achieve important goals for instruction that are aligned
with methods of instruction and the needs of students;
(b) use the results of multiple assessments to guide and
modify instruction, the classroom environment, or the
assessment process;
(c) use the results of assessments as vehicles for
students to analyze their own learning, engaging
students in reflective self-analysis of their own work.
9. Safety and Welfare.
Teachers of science organize safe and effective learning
environments that promote the success of students and
the welfare of all living things. To show that they are
prepared, teachers of science must demonstrate that
they:
(a) understand the legal and ethical responsibilities of
science teachers for the welfare of their students, the
proper treatment of animals, and the maintenance and
disposal of materials;
(b) know and practice safe and proper techniques for
the preparation, storage, dispensing, supervision, and
disposal of all materials used in science instruction;
Longwood SPA Assessment Plan - Science
3
Pedagogical
KSD
Planning
(Required)
4
Pedagogical
KSD
Application
(Required)
5
Effects on
Student
Learning
(Required)
6
Pedagogical
KSD
Safety &
Ethics
(Required)
7
Content
Knowledge
Research
(Required)
8
Content
Knowledge
Contextual
Content
(Required)
RQ
Page 5
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
Enza McCauley 6/28/2016
SPA Assessments
NSTA STANDARDS
1
Content
Knowledge
(Required)
2
Content
Knowledge
Conceptual
Science
(Required)
(c) know and follow emergency procedures, maintain
safety equipment, and ensure safety procedures
appropriate for the activities and the abilities of
students;
(d) treat all living organisms used in the classroom or
found in the field in a safe, humane, and ethical manner
and respect legal restrictions on their collection,
keeping, and use.
10. Professional Growth.
Teachers of science strive continuously to grow and
change, personally and professionally, to meet the
diverse needs of their students, school, community, and
profession. To show their disposition for growth,
teachers of science must demonstrate that they:
(a) engage actively and continuously in opportunities
for professional learning and leadership that reach
beyond minimum job requirements;
(b) reflect constantly upon their teaching and identify
ways and means through which they may grow
professionally;
(c) use information from students, supervisors,
colleagues and others to improve their teaching and
facilitate their professional growth;
(d) interact effectively with colleagues, parents, and
students; mentor new colleagues; and foster positive
relationships with the community.
Longwood SPA Assessment Plan - Science
3
Pedagogical
KSD
Planning
(Required)
4
Pedagogical
KSD
Application
(Required)
5
Effects on
Student
Learning
(Required)
6
Pedagogical
KSD
Safety &
Ethics
(Required)
RC
RC
RC
RC
7
Content
Knowledge
Research
(Required)
8
Content
Knowledge
Contextual
Content
(Required)
RC
RC
RC
RC
Page 6
Enza McCauley 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet SPA Standards
SPA Assessments
NSTA STANDARDS
1. Content.
Teachers are prepared in content if they:
(a) understand and can successfully convey to students
the major concepts, principles, theories, laws, and
interrelationships
(b) understand and can successfully convey to students
the unifying concepts of science
(c) understand and can successfully convey to students
important personal and technological applications of
science
d) understand research and can successfully design,
conduct, report evaluate investigations in science
(e) understand and use mathematics to process and
report data, and solve problems
2. Nature of Science.
Teachers of science engage students effectively in
studies of the history, philosophy, and practice of
science of science must if they:
(a) understand the historical and cultural development
of science and the evolution of knowledge in their
discipline;
(b) understand the philosophical tenets, assumptions,
goals, and values that distinguish science from
technology and from other ways of knowing the world;
(c) engage students successfully in studies of the nature
of science including, when possible, the critical analysis
of false or doubtful assertions made in the name of
science
3. Inquiry.
Teachers of science engage students both in studies of
various methods of scientific inquiry and in active
learning through scientific inquiry if they
(a) understand the processes, tenets, and assumptions
Longwood SPA Assessment Plan - Science
1
Praxis II
Major GPA
Overall GPA
Praxis II
Major GPA
Overall GPA
2
Journal
Readings and
Analyses
(JRA)
JRA #2
3
Lesson Plans
Assignment
(LP)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
LP #1
LP #2
CEE
SCI Q1a
LG #4
DFI #2
ASL #1
LP #2
CEE
SCI Q1b
DFI #2
CEE
SCI Q1c
DFI #6
LP #2
LP #3
6
Science
Teaching
Resources
Portfolio
(STP)
7
Individual
Research
Project
(IRP)
8
Nature
Journal
(PNJ)
IRP #2
IRP #3
PNJ # 2
STP #1
CEE
SCI Q1d
CEE
SCI Q1e
IRP #5
CEE
SCI Q2a
JRA #3
CEE
SCI Q2b
CEE
SCI Q2c
JRA #5
LP #1
Page 7
PNJ # 4
CEE
SCI Q3a
PNJ # 4
PNJ # 5
DFI #2
STP #2
IRP #2
IRP #4
IRP #6
Enza McCauley 6/28/2016
SPA Assessments
NSTA STANDARDS
of multiple methods of inquiry leading to scientific
knowledge;
(b) Engage students successfully in developmentally
appropriate inquiries that require them to develop
concepts and relationships from their observations,
data, and inferences in a scientific manner.
4. Issues.
Teachers of science recognize that informed citizens
must be prepared to make decisions and take action on
contemporary science- and technology-related issues of
interest to the general society if they
(a) technology in their field of licensure, as well as
processes used understand socially important issues
related to science and to analyze and make decisions on
such issues;
(b) engage students successfully in the analysis of
problems, including considerations of risks, costs, and
benefits of alternative solutions; relating these to the
knowledge, goals and values of the students.
5. General Skills of Teaching.
Teachers of science create a community of diverse
learners who construct meaning from their science
experiences and possess a disposition for further
exploration and learning if they:
(a)vary their teaching actions, strategies, and methods
to promote the development of multiple student skills
and levels of understanding;
(b) promote the learning of science by students with
different abilities, needs, interests, and backgrounds;
(c) organize and engage students in collaborative
learning using different student group learning
strategies;
(d) use technological tools, including but not limited to
computer technology, to access resources, collect and
Longwood SPA Assessment Plan - Science
1
Praxis II
Major GPA
Overall GPA
2
Journal
Readings and
Analyses
(JRA)
3
Lesson Plans
Assignment
(LP)
JRA #5
LP #1
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
CEE
SCI Q3b
DFI #3
6
Science
Teaching
Resources
Portfolio
(STP)
7
Individual
Research
Project
(IRP)
8
Nature
Journal
(PNJ)
STP #3
JRA #2
CEE
SCI Q4b
DFI #4
LP #1
CEE
CF ST 2
DFI #4
LP #1
CEE
CF ST 1
CF #3,
DFI #5
JRA #5
IRP #3
STP #2
DFI #4
CEE
CF ST 7
Page 8
DFI #6
STP #3
IRP #3
IRP #5
Enza McCauley 6/28/2016
SPA Assessments
NSTA STANDARDS
1
Praxis II
Major GPA
Overall GPA
2
Journal
Readings and
Analyses
(JRA)
3
Lesson Plans
Assignment
(LP)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
CEE
CF ST 1
DFI #4
CEE
CF ST 3
IDM #2
6
Science
Teaching
Resources
Portfolio
(STP)
7
Individual
Research
Project
(IRP)
8
Nature
Journal
(PNJ)
process data, and facilitate the learning of science;
(e) understand and build effectively upon the prior
beliefs, knowledge, experiences, and interests of
students; and
JRA #1
(f) create and maintain a psychologically and socially
safe and supportive learning environment
6. Curriculum.
Teachers of science plan and implement an active,
coherent, and effective. To show that they are prepared
to plan and implement an effective science curriculum,
teachers of science must demonstrate that they if they:
(a)understand the curricular NSES recommendations
and can identify, access, and/or create resources and
activities for science education that are consistent with
the standards;
(b) plan and implement internally consistent units of
study that address the diverse goals of the NSES and
the needs and abilities of students.
7. Science in the Community.
Teachers of science relate their discipline to their local
and regional communities, involving stakeholders and
using the individual, institutional, and natural resources
of the community in their teaching if they:
(a) identify ways to relate science to the community,
involve stakeholders, and use community resources to
promote the learning of science;
(b) involve students successfully in activities that relate
science to resources and stakeholders in the community
or to the resolution of issues important to the
community.
Longwood SPA Assessment Plan - Science
LP #4
JRA #2
JRA #3
STP #5
LP #4
LP #2
LP #2
LG #3
JRA #2
JRA #3
STP #2
CF #5
Page 9
PNJ # 5
IRP #3
STP #3
Enza McCauley 6/28/2016
SPA Assessments
NSTA STANDARDS
8. Assessment.
Teachers of science construct and use effective
assessment strategies to determine the backgrounds
and achievements of learners and facilitate their
intellectual, social, and personal development if they:
(a) use multiple assessment tools and strategies to
achieve important goals for instruction that are aligned
with methods of instruction and the needs of students;
(b) use the results of multiple assessments to guide and
modify instruction, the classroom environment, or the
assessment process;
(c) use the results of assessments as vehicles for
students to analyze their own learning, engaging
students in reflective self-analysis of their own work.
9. Safety and Welfare.
Teachers of science organize safe and effective learning
environments that promote the success of students and
the welfare of all living things. To show that they are
prepared, teachers of science must demonstrate that
they:
(a) understand the legal and ethical responsibilities of
science teachers for the welfare of their students, the
proper treatment of animals, and the maintenance and
disposal of materials;
(b) know and practice safe and proper techniques for
the preparation, storage, dispensing, supervision, and
disposal of all materials used in science instruction;
1
Praxis II
Major GPA
Overall GPA
2
Journal
Readings and
Analyses
(JRA)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
6
Science
Teaching
Resources
Portfolio
(STP)
CEE
CF ST 5
AP #3
STP #7
CEE
CF ST 5
AP #3,
IDM #2
STP #7
STP #8
LP #1
CEE
CF ST 5
DFI #4
AP#5
LP #4
CEE
SCI Q9a
LP #3
LP #3
JRA #2
LP #4
(c) know and follow emergency procedures, maintain
safety equipment, and ensure safety procedures
appropriate for the activities and the abilities of
students;
(d) treat all living organisms used in the classroom or
found in the field in a safe, humane, and ethical manner
and respect legal restrictions on their collection,
Longwood SPA Assessment Plan - Science
3
Lesson Plans
Assignment
(LP)
Page 10
CEE
SCI Q9b
LP #4
CEE
SCI Q9c
LP #4
CEE
SCI Q9d
STP #5
LP #4
STP #5
LP #4
7
Individual
Research
Project
(IRP)
8
Nature
Journal
(PNJ)
IRP #3
IRP #3
STP #5
LP #4
IRP #3
STP #5
LP#4
IRP #3
PNJ # 4
Enza McCauley 6/28/2016
SPA Assessments
NSTA STANDARDS
1
Praxis II
Major GPA
Overall GPA
2
Journal
Readings and
Analyses
(JRA)
3
Lesson Plans
Assignment
(LP)
4
Clinical
Experience
Evaluation
(CEE)
5
Teacher
Work
Sample
(TWS)
6
Science
Teaching
Resources
Portfolio
(STP)
7
Individual
Research
Project
(IRP)
8
Nature
Journal
(PNJ)
keeping, and use.
10. Professional Growth.
Teachers of science strive continuously to grow and
change, personally and professionally, to meet the
diverse needs of their students, school, community, and
profession. To show their disposition for growth,
teachers of science must demonstrate that they:
(a) engage actively and continuously in opportunities
for professional learning and leadership that reach
beyond minimum job requirements;
(b) reflect constantly upon their teaching and identify
ways and means through which they may grow
professionally;
(c) use information from students, supervisors,
colleagues and others to improve their teaching and
facilitate their professional growth;
(d) interact effectively with colleagues, parents, and
students; mentor new colleagues; and foster positive
relationships with the community.
Longwood SPA Assessment Plan - Science
JRA #2
JRA #3
LP #5
CEE
CF ST 6
Page 11
RSE #5
STP #2
PGA #1
PGA #2
PGA #3
RSE #4
PGA #1
PGA #2
PGA #3
RSE #5
PGA #1
PGA #2
PGA #3
IRP #2
PGA #1
PGA #2
PGA #3
Enza McCauley 6/28/2016
Chart 3: List of Assessments and Time of Administration
(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)
Name of Assessment
1
Praxis II, Major & Overall GPA, VCLA
2 Journal Reading and Analyses
3 Lesson Plan Portfolio
4 Clinical Experience Evaluation
5 Teacher Work Sample
6 Science Teaching Resources Portfolio
7 Research Project
8 Nature Journal
Type or
Form of Assessment1
When the Assessment
Is Administered2
State Licensure Test, Course Grades, Standardized test
End of Program
Personal analyses of professional journal readings
SCED 352
Portfolio
SCED 352
Student Teacher Final Evaluation
SCED 482
Performance Assessment
SCED 352, SCED 482, EDUC 473
Portfolio
SCED 352
Science Research Project
SCED 352
Formal Journal writing
SCED 352
1
Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course
title and numbers], or completion of the program).
2
Longwood SPA Assessment Plan - Science
Page 12
Enza McCauley 6/28/2016
APPENDIX:
Standard Aligned Assessment Rubrics
Longwood SPA Assessment Plan - Science
Page 13
SCED 352 – Science for Secondary Teachers
Journal Readings and Analyses
(JRA)
(Assessment #2)
Assignment
You will be given each reading assignment in class and you will complete a short written analysis
based on the reading. You will then:
 Summarize the key points of the reading
 Relate the topic to the appropriate standard of the NSES
 Write additional reflections on the significance of that standard
We will discuss each reading and analysis in class on its due date.
Reading Analysis #1 – Unifying Themes in Science NSES Science Content Standard K-12 –
Unifying Concepts and Processes
As a result of activities in grades K-12, all students should develop understanding and
abilities aligned with the following concepts and processes:
 Systems, order, and organization
 Evidence, models, and explanation
 Constancy, change, and measurement
 Evolution and equilibrium
 Form and function
The NSES K-12 standard on Unifying Concepts and Processes highlights connections between
scientific ideas. These connections are not supposed to be taught alone but to be brought out
while teaching other, more specific science content. For example, the meaning of measurement
and how to use measurement tools are a natural part of any investigation. Gradually, after
experience in different settings, students will develop a fuller understanding of how these big ideas
characterize science.
Reading Analysis #2 - Science and Inquiry
Science Content Standard A (Science and Inquiry)
As a result of activities in grades 5-8, all students should develop
 Abilities necessary to do scientific inquiry
 Understandings about scientific inquiry
As a result of activities in grades 9-12, all students should develop
 Abilities necessary to do scientific inquiry
 Understandings about scientific inquiry
Reading Analysis #3 - Science and Technology
Science Content Standard E (Science and Technology)
As a result of activities in grades 5-8, all students should develop
 Abilities of technological design
 Understandings about science and technology
As a result of activities in grades 9-12, all students will develop
 Abilities of technological design
Longwood SPA Assessment Plan - Science
Page 14
 Understandings about science and technology
Science focuses on answering questions about the natural world. Technology (engineering)
focuses primarily on solving human needs or on creating new products. Scientific principles are
applied to the solution of human problems.
Technological Design
Scientific Inquiry
1. State the problem
1. Ask a question
2. Design an approach
2. Collect evidence to answer question
3. Implement a solution
3. Use evidence to develop answer
4. Evaluate the solution
4. Relate answer to other knowledge
5. Communicate the problem, the
5. Communicate and share the answer
design, and the solution
to the question
Reading #4 - Teaching Science in
Science Content Standard F (Science and Personal and Social Perspectives)
As a result of activities in grades 5-8, all students should develop understanding of
 Personal health
 Populations, resources, and environments
 Natural hazards
 Risks and benefits
 Science and technology in society
As a result of activities in grades 9-12, all students should develop understanding of
 Personal and community health
 Population growth
 Natural resources
 Environmental quality
 Natural and human-induced hazards
 Science and technology in local, national and global challenges.

Reading #5 - History and Nature of Science
Science Content Standard G (History and Nature of Science)
As a result of activities in grades 5-8, all students should develop understanding of
 Science as a human endeavor
 Nature of science
 History of science
As a result of activities in grades 9-12, all students should develop understanding of
 Science as a human endeavor
 Nature of scientific knowledge
 Historical perspective
The common thread of the Standards for the history and the nature of science is that science is
a human endeavor. The study of science is a natural, intellectual, and social endeavor - an
attempt to understand how the world works.
Reading #6 - Using Technology
For this weeks’ assignment, you will not relate the topic to one of the NSES Education
Standards. You will summarize the key points of this article describing the use of technology.
Include your definition of technology in the classroom and then briefly describe some
additional uses of technology for a science classroom. Finally write some individual reflections on
how you will use technology to teach science.
Longwood SPA Assessment Plan - Science
Page 15
SCED 352 – Science for Secondary Teachers
Journal Readings and Analyses
(JRA)
(Assessment #2)
Grading Rubric
A score of 2.5 is considered Acceptable.
Unacceptable
(1)
The reading is
not summarized
briefly in a way
that clearly
identifies key
science points in
the reading.
Acceptable
(2)
The reading is
summarized
briefly in a way
that clearly
identifies some of
the key science
points in the
reading.
Target Met
(3)
The reading is summarized briefly in a
way that clearly identifies all the key
science points in the reading.
There is no
discussion of how
the topic of the
article is related
to the appropriate
NSES standard.
An attempt is
made to discuss
the connection of
the article topic to
the appropriate
NSES standard.
The topic of the article is discussed
relative to the appropriate NSES
standard. The connection of the article
to the standard is clearly explained.
Additional
reflections on the
appropriate
NSES standard
are not included
in the written
analysis.
Additional
reflections on the
appropriate
NSES standard
are included that
indicate partial
understanding of
the issue.
Additional reflections on the appropriate
NSES standard are included that
indicate good understanding of the
issue.
#4
Quality of written
analysis
(5 points)
Written analysis
not typed.
Written analysis
is typed but less
than 2 pages
long,
Written analysis is typed, doublespaced and at least 2 pages long,
#5
Participation in
class discussion
(5 points)
Not present for
class discussion.
Present for class
discussion but
not actively
sharing
information or
sharing with
others,
Present for class discussion and active
in sharing information or reacting to
others.
Rating→
Indicator↓
#1
Brief summary of
Reading
(5 points)
5e
#2
Discussion of
NSES Standard
(5 points)
1a, 6a, 7a,
9a,10a
#3
Individual
reflections on the
NSES standard
(5 points)
2a, 4a,6a, 7a,
10a
2c, 3b, 4b
Longwood SPA Assessment Plan - Science
Page 16
Your Score
Lesson Plan Assignment
Format
(LP)
(Assessment #3)
Science Strand: ___________
Grade Level: ________
SOL: (Content - include number, letter(s) and statement)
Specific Achievement Objectives: (Science concepts students will learn)
The student will understand the following:
1. ……..
2. ……..
Science Process Skill(s): (from SOL __.1a,b,c…) used in the hands-on activity
1. . . . .
2. . . . .
Goal/Objective: (State the problem or the science phenomenon students will be exploring – from the point of
view of the teacher)
Assessment Plan: (Evaluate student understanding through questioning, journaling, story writing, projects,
quizzes, WS or tests)
Informal:
Formal:
Teaching Time Needed:
Materials:
Safety Concerns:
“The Lesson”
Introduction: (How you will engage the students – anticipatory set – “The Hook”) – Discussion of science
concepts involved in this lesson)
Developing the Lesson: (Use of a science hands-on activity for the students to experience and explore ,
which illustrates the science you are teaching). After completing the activity, gather students together to make
sense of the activity. Ask key questions which will help students explain what they have experienced. This is a
time for reflection on the events of the activity.
Concluding the Lesson: Elaborate upon today’s lesson by questioning the students as to how this activity
and/or phenomenon relates to their every day experiences. Close the lesson with a review of the day’s
goals/objectives and/or introduction to next lesson. Include any assignments in this section as well.
Resources
Longwood SPA Assessment Plan - Science
Page 17
Rubric for Lesson Plan Assignment
(LP)
(Assessment #3)
A score of 2.5 is considered Acceptable.
Unacceptable
(1)
#1
Content of Lesson
Plan
Acceptable
(2)
Target Met
(3)
Lesson plan does
not include student
hands-on activity
Lesson plan
includes handson activity for
students
Lesson plan includes
hands-on activity for
students as well and
outline for accurate
science content
Lesson plan does
not state an
appropriate science
SOL
Lesson plan does
state an
appropriate
science SOL
Lesson plan does
not contain informal
or formal
assessment
methods.
Lesson plan
contains either
informal or formal
assessment
methods.
Lesson plan is not
divided into
different sections,
nor is the procedure
written in detail.
Lesson plan is
divided into
different sections,
but one or more
of the sections is
not detailed
enough for a
teacher to follow.
Lesson plan
includes the
majority of
required
components.
Lesson plan includes
appropriate science
content SOL and
process skills SOL. A
good variety of student
achievement objectives
are listed.
Lesson plan contains
both informal and
formal assessment
methods, which are
appropriate for the
lesson.
Lesson plan is divided
into three detailed
sections, which can be
easily followed. Safety
precautions are also
mentioned.
(20 points)
1a, 3a, 3b, 5a, 5b,
8c
#2
SOL and Specific
Achievement
Objectives
(20 points)
1a, 1b, 1d, 6a, 6b
#3
Assessment Plan
(20 points)
1e, 8a, 8b
#4
Lesson Plan
Procedure
(20 points)
5f, 9a, 9b, 9c, 9d
#5
Lesson Plan Format
(20 points)
Lesson plan is
missing the majority
of required
components.
10b
Longwood SPA Assessment Plan - Science
Lesson plan includes all
required components is
a stand-alone
document
Page 18
Your Score
Final Clinical Experience Evaluation v062
(Assessment #4 – Science Education Standards Highlighted)
(CEE)
*Average Score of “2.5” Considered Acceptable
Final Clinical Experience Evaluation v062
Page 1
Enter the confidential access number provided to you in order to continue to the Final 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 SPA Assessment Plan - Science
Page 19
( ) 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 (NSTA 5b, 5e)
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
c. Uses variety of methods and materials to present subject content
Longwood SPA Assessment Plan - Science
Page 20
{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 (NSTA 5a)
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
d. Plans instructional strategies, activities, and adaptations that address learning outcomes for
Longwood SPA Assessment Plan - Science
Page 21
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 (NSTA 5f)
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
e. Communicates high expectations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
Longwood SPA Assessment Plan - Science
Page 22
( ) 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
f. Uses and arranges classroom space effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan - Science
Page 23
Page 4
CF Standard V: Evaluation/Assessment (NSTA 8a-c)
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
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
Longwood SPA Assessment Plan - Science
Page 24
( ) 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 (NSTA 5d)
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
( ) 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
Longwood SPA Assessment Plan - Science
Page 25
( ) NA
For the candidate you are evaluating, please indicate his/her educational program of study:
{Choose one}
( ) Art Education
( ) Business Education
( ) Elementary Education
( ) History/Social Studies Education
( ) Middle School Education
( ) Science Education
( ) Secondary Mathematics Education
( ) Theatre Education
( ) Other
Page 11
Below are additional standards for those who are pursuing a degree to work in Science
education. Please assess this candidate's present ability to demonstrate these characteristics.
Science Education Standards
1a. Understands and can successfully convey to students the major concepts, principles,
theories, laws, and interrelationships.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
1b. Understands and can successfully convey to students the unifying concepts of science.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
1c. Understands and can successfully convey to students important personal and technological
applications of science.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
1d. Uderstands research and can successfully design, conduct, report evaluate investigations in
science.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
1e. Understands and uses mathematics to process and report data and solve problems.
Longwood SPA Assessment Plan - Science
Page 26
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2a. Understands the historical and cultural development of science and the evolution of
knowledge in the discipline.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2b. Understands the philosophical tenets, assumptions, goals, and values that distinguish
science from technology and from other ways of knowing the world.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2c. Engages students successfully in studies of the nature of science including, when possible,
the critical analysis of false or doubtful assertions made in the name of science.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3a. Understands the processes, tenets, and assumptions of multiple methods of inquiry leading
to scientific knowledge.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3b. Engages students successfully in developmentally appropriate inquiries that require them to
develop concepts and relationships from their observations, data, and inferences in a scientific
manner.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4b. Engages students successfully in the analysis of problems, including considerations of risks,
costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of
the students.
{Choose one}
( ) Indicator Not Demonstrated
Longwood SPA Assessment Plan - Science
Page 27
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
9a. Understands the legal and ethical responsibilities of science teachers for the welfare of their
students, the proper treatment of animals, and the maintenance and disposal of materials.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
9b. Knows and practices safe and proper techniques for the preparation, storage, dispensing,
supervision, and disposal of all materials used in science instruction.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
9c. Knows and follows emergency procedures, maintains safety equipment, and ensures safety
procedures appropriate for the activities and the abilities of students.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
9d. Treats all living organisms used in the classroom or found in the field in a safe, humane,
and ethical manner and respects legal restrictions on their collection, keeping, and use.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 14
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 SPA Assessment Plan - Science
Page 28
Teacher Work Sample Analytic Scoring Rubrics
(TWS)
(Assessment #5)
*NOTE: An average score of 2.5 across indicators aligned to any standard is considered Acceptable.
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
(NSTA 5b)
4. Knowledge of
Students’ Skills
And Prior
Learning
5. Implications for
Instructional
Planning and
Assessment
(NSTA 7b)
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 SPA Assessment Plan - Science
Page 29
Score
Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating 
Indicator 
1. Significance,
Challenge and
Variety
(NSTA 1a)
2. Clarity
(NSTA 1a)
3. Appropriateness
For Students
(NSTA 1a, 6b)
4. Alignment with
National, State or
Local Standards
(NSTA 1a)
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 SPA Assessment Plan - Science
Most of the goals are
clearly stated as learning
outcomes.
Page 30
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
(NSTA 8a, 8b)
4. Technical
Soundness
5. Adaptations
Based on the
Individual Needs
of Students
(NSTA 8c)
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 SPA Assessment Plan - Science
Page 31
Scor
e
Design for Instruction
Rubric
TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.
Rating 
Indicator 
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Few lessons are explicitly
linked to learning goals.
Few learning activities,
assignments and resources
are aligned with learning
goals. Not all learning
goals are covered in the
design.
Most lessons are explicitly
linked to learning goals.
Most learning activities,
assignments and resources
are aligned with learning
goals. Most learning goals
are covered in the design.
All lessons are explicitly
linked to learning goals.
All learning activities,
assignments and resources
are aligned with learning
goals. All learning goals
are covered in the 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
(NSTA 1a, 3b)
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
(NSTA 1a, 4b, 5a,
5c, 5e, 8c)
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
(NSTA 1a, 5b)
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.
1. Alignment with
Learning Goals
(NSTA 1a)
2. Accurate
Representation of
Content
(NSTA 1a, 1b, 2c)
6. Use of
Technology
(NSTA 1a, 1c, 5d)
Longwood SPA Assessment Plan - Science
Page 32
Score
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
(NSTA 5f)
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 SPA Assessment Plan - Science
Page 33
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
(NSTA 1a)
2. Alignment with
Learning Goals
(NSTA 1a)
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
(NSTA 1a)
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
(NSTA 1a)
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 SPA Assessment Plan - Science
Page 34
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
(NSTA 10b)
5. Implications for
Professional
Development
(NSTA 10a, 10c)
1
Indicator Not Met
2
Indicator Partially 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 SPA Assessment Plan - Science
3
Indicator Met
Page 35
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 SPA Assessment Plan - Science
Page 36
SCED 352 – Science for Secondary Teachers
Science Teaching Resources Portfolio Assignment
(STP)
(Assessment #6)
You will make general lists of science teaching resources for a middle or high school
science class you are preparing to teach. You should include short lists for each of the following
different types of resources. Each list can be short and selective but should be carefully created.
The lists should be annotated, with a brief explanation of each entry.
1. General teaching resources with background science content information. Resources that
give ideas for science lessons. Some, not all, may be from the Internet. Include NSTA
materials when possible. (6-10 resources)
2. A variety of resources using technology to teach science. (5-6)
3. A variety of resources available in the local community. (5-6 resources)
4. Some resources supporting safety in the use of science materials and science activities.
Include a copy of a student safety contract. (10-12 safety rules)
5. Some assessment methods that you would use when teaching science. Choose a variety
including traditional as well as some alternative assessments that you think would match
well with your preferred teaching style. Include some informal assessments that you could
use for checking on student understanding during a lesson as well as some formal
assessment methods for measuring student learning after a lesson is over. (5-6 methods)
Longwood SPA Assessment Plan - Science
Page 37
Science Teaching Resources Portfolio Rubric
(STP)
(Assessment #6)
A score of 2.5 is considered Acceptable.
Rating
Indicator
Unacceptable
(1)
Acceptable
(2)
Target Met
(3)
#1
Resources were
not submitted on
the assigned
day.
Resources were
not submitted on
time (in class) but
were emailed by
the end of the day
Resources (hard
copy) were submitted
on time (in class).
#2
Resources do
not contain a
variety of
sources.
#3
Resources are
incomplete and
contained less
than 5 sources.
Resources
contained an
unequal distribution
of sources.
Resources contained
a well distributed
(equal) variety of
sources.
Resources are
incomplete:
partially annotated;
does not contain 56 resources
Safety information
was not submitted
on time (in class)
but was emailed by
the end of the day.
5f, 9a, 9b, 9c,
9d
#4
Safety
information was
not submitted on
the assigned
day.
#5
Safety
information was
not submitted.
List of resources are
complete and contain
annotated
comments. Science
content and ideas for
lessons are included
Safety information
(hard copy) was
submitted on time (in
class).
Assessment
Methods
(60 pts)
#6
Assessment
methods are not
submitted on the
assigned day.
Science
Teaching
Resources
(60 pts)
1a, 3a, 5a, 7a,
10a
3b, 5d, 7b
Classroom
Safety
Information
(30 pts)
#7
8a, 8b
8b
#8
Assessment
methods are not
submitted.
Longwood SPA Assessment Plan - Science
Classroom safety
information is
incomplete
containing teacher
or student safety
rules or does not
contain 10-12
rules.
Assessment
methods are not
submitted on time
(in class) but are emailed by the end
of the day.
Assessment
methods are
incomplete,
containing formal
or informal
methods.
Assessment
methods are
incomplete,
containing partially
annotated or less
than 5-6 methods
Classroom safety
information is
complete, containing
both 10-12 teacher
and student safety
rules in the form of a
safety contract
Assessment methods
(hard copy) are
submitted on time (in
class).
Assessment methods
are complete:
containing both
formal and informal
methods.
Assessment methods
are complete, and
contain 5-6
annotated
assessment methods
Page 38
Your
Score
SCED 352 – Science for Secondary Teachers
Investigative Research Project
(IRP)
(Assessment #7)
Introduction
You will be carrying out a simple scientific investigation from start to finish, modeling it after
the research that a middle or high school student might carry out. You will be able to spend some
time during class on each of the different steps to be carried out during the experiment.
Experimental Design
The most important part of your experiment will be the creation of an appropriate
experimental design diagram. You will complete library research in support of your experiment.
Data Analysis
You will need to summarize your experimental results using both data tables showing
simple descriptive statistics and written paragraphs of results. You will need to carry out either a “t
test” or “chi square test”, which ever is appropriate, to evaluate the significance of your data. You
will also write a structured conclusion paragraph to complete your experiment.
Written Paper and Oral Presentation
When your experiment is completed, you will need to submit a short written report, a display
on a tri-fold board, and to also make a short oral presentation to the class. You are also required to
use PowerPoint in your presentation
Longwood SPA Assessment Plan - Science
Page 39
Investigative Research Project Rubric
(IRP)
(Assessment #7)
A score of 2.5 is considered Acceptable.
Rating/Indicator
#1
Group Work
(20 pts)
(omitted for individual
research)
#2
Library Resources
(10 pts)
1d, 3a, 10a
#3
Experimental Design
(10 pts)
1d, 4b, 5d, 7a, 9a-d
#4
Summary of Results
(10 pts)
3a
#5
Statistical Significance
Test
(10 pts)
Unacceptable
(1)
Not all group
members participated
fully throughout the
project. Group
members did not
work well together
Evidence is not
clearly given that
significant research
was completed.
Introduction does not
include rationale,
purpose, and
hypothesis
Acceptable
(2)
All group members
participated fully. Group
members did not work
well together
Target Met
(3)
All group members
participated fully
throughout the project.
Group members did
work well together.
Evidence is clearly
given that some
significant research
was completed.
Introduction does not
include rationale,
purpose, and
hypothesis
The experimental
design, diagram and
procedure are
missing some
required components.
The experimental
design, diagram or
procedure is missing
some required
components.
Data tables of
descriptive statistics
and summary
paragraphs are not
prepared correctly as
directed
The “t test” or the “chi
square test” was not
correctly calculated.
Data tables of
descriptive statistics or
summary paragraphs
are not prepared
correctly as directed
Evidence is clearly given
that significant research
was completed relating
to the experiment.
Resources include
books, web sites, journal
articles, textbooks, etc.
Introduction does include
rationale, purpose, and
hypothesis
The experiment design
diagram includes
independent variable,
levels, repeated trials,
dependent variable and
constants. Procedure
includes materials,
summary paragraph and
safety concerns.
Data tables are correctly
completed with
descriptive statistics and
summary paragraphs are
correctly written
Either a “t test” or the
“chi square test” was
correctly calculated but
there were errors of
interpretation in the
significance test.
Either a “t test” or the
“chi square test” was
correctly calculated and
test results were
correctly interpreted
Conclusion
paragraph is general
and missing most of
the required
components
Conclusion paragraph
is specific and includes
most of the required
components
Written report does
not include all
required components.
Report is typed with
multiple errors in
grammar and style.
Presentation does
not include all
required components.
Written report does
include all required
components. Report is
typed with some errors
in grammar and style.
Conclusion paragraph
includes purpose,
findings, hypothesis,
comparisons,
explanations and
recommendations
Written report does
include all required
components. Report is
typed and carefully
proofed.
Presentation does
include most required
components.
Uses an attractive visual
aid and summarizes all
required components.
1e, 5d
#6
Conclusion
(10 pts)
3a
#7
Written Report
(10 pts)
#8
Oral Presentation
(10 points)
Longwood SPA Assessment Plan - Science
Page 40
Score
SCED 352 – Science for Secondary Teachers
Personal Nature Journal
(PNJ)
(Assessment #8)
Journal Requirements
You will be observing a natural phenomenon for 10 weeks. These phenomena may include a body
of water, a plot of land, a tree or many, many more possibilities.
 The marble composition book will serve as your journal
 You will have at least ten entries in the journal (more are strongly encouraged).
 Use a separate journal page for each entry
 Only write on one side of a page in your journal
 Do not crowd your information
 Entries will be dated and have the time of date and the weather conditions noted.
 Your entries should have a descriptive and a reflective component.
 Include any data (measurements), sketches, photographs, charts, tables and graphs
whenever possible and anything else which will enhance and contribute to your report.
 Use the entry format given below for each observation day.
You may include any hypotheses that you may contemplate during your study and even add
any outside research that you have investigated to help explain any experiences you may wish to
pursue during this study.
You are to read the attached article so you may better understand how to proceed, It will be
very helpful with the process.
Before you begin, you are to submit to me the type of “natural phenomenon” you will
be observing so that I can give you the go-ahead!
Sample Entry Format (this can cover more than one page)
Date:
TOD:
Local Weather Conditions:
Data: (metric measurements in table/ chart form plus graphs or other
information)
Description: (full account of observations made, changes from one entry to
next clearly noted)
Reflection: (personal philosophy, comments, ideas, expectations,
discoveries and applications, lessons learned expressed freely)
Longwood SPA Assessment Plan - Science
Page 41
SCED 352 – Science for Secondary Teachers
Personal Nature Journal Rubric
(Assessment #8)
(PNJ)
A score of 2.5 is considered Acceptable
Rating→
Indicator↓
Unacceptable
(1)
Acceptable
(2)
Target Met
(3)
#1
Natural
Phenomenon Site
Approval
(10)
#2
Number of Dated
Journal Entries and
Type of Journal
Used
(15)
A site was not
selected in time to
complete the
assignment.
A site was selected
but not approved
before the
investigation
began.
The number of
journal entries is
less than ten and
not dated weekly
and/or the correct
type journal was
not used.
The site was selected and
approved during the first
week of classes.
There are no
weekly journal
entries.
The number of journal
entries is ten or more;
there is one for each week
which also notes the time
of the observation. The
correct journal type was
used.
1d
#3
Use of the
Required Format
for Journal Entries
(20)
Required format is
not used for journal
entries.
Required format is
used but some
entries are
incomplete
Required format is
consistently used and all
entries are complete.
#4
Descriptive
Information
Accompanies
Journal Entries
(20)
Detailed
descriptions of
specific examples
and situations are
not usually
included to support
journal entries.
Most entries
include detailed
descriptions of
specific examples
and situations.
Entries consistently
include detailed
descriptions of specific
examples and situations;
sketches, photographs,
charts, tables, graphs are
included
Entries to not
typically indicate
reflection on
observation
Most entries
indicate serious
reflection and
thoughtful
observation
Entries are consistently
reflective and thoughtfully
written
Entries are not
neatly written or at
least two pages
long, or using only
one side of each
page.
Most entries are
neatly written
and/or at least two
pages long and/or
using only one side
of each page.
Each entry is neatly
written and at least two
pages long, using only
one side of each page.
1e, 2b, 9d
#5
Reflective Journal
Entries
(20)
2c, 5e
#6
Journal
Presentation
(15)
.
Longwood SPA Assessment Plan - Science
Page 42
Score
SCED 352 – Science for Secondary Teachers
Professional Growth Assignment
(PGA)
In accordance with the need for your professional growth both as a pre-service, teacher and
later as an in-service teacher, this assignment is designed to make you aware of the wealth of
resources that are available to you now and in the future.
Becoming a member of professional organization and attending professional meetings are
the mark of a true professional in any field. We are very fortunate in Virginia to have many
opportunities to become and remain professionally involved and active.
What followings are the three parts of this assignment which will introduce you to a variety
of new experiences and resources. You will also find that becoming involved is relatively
inexpensive for you as a student. You are required to do the following in order to complete this
assignment:
 Become a student member of the Virginia Association of Science Teachers (VAST).
Use www.vast.org for information on how to join. The fee for student members is
$10.00.
 Become a member of the Longwood University Student Chapter of the National
Association of Science Teachers (NSTA). Use www.nsta.org and go the student
chapters link to join. This member ship is free!
 Attend the state conference of VAST when it is held in Richmond City.
Longwood SPA Assessment Plan - Science
Page 43
SCED 352 – Science for Secondary Teachers
Professional Growth Assignment Rubric
(PGA)
A score of “1” is considered acceptable.
Outcomes
#1
VAST Membership
Unacceptable
(0)
The student did not
become a student
member of VAST.
10a, 10b, 10c, 10d
#2
The student did not
LU Student Chapter seek or become a
of NSTA
member of the
student chapter of
10a, 10b, 10c, 10d NSTA.
#3
VAST State
Conference in
Richmond, VA
The student did not
attend the VAST
state conference in
Richmond.
10a, 10b, 10c, 10d
Longwood SPA Assessment Plan - Science
Target Met
(1)
Your Score
The student is a
card-carrying
member of VAST.
Verification of
membership was
presented and
included in the
science teaching
portfolio
The student is a
member of the
student chapter of
NSTA at
Longwood and has
attended the
chapter meetings.
Notes from
meetings are
included in the
science teaching
portfolio.
The student
attended the VAST
state conference in
Richmond as it
was organized
through class. The
conference
program is
included in the
science teaching
portfolio
Page 44