Longwood Education Program State Assessment Plan
Longwood Educational Program: PK-12 Theatre Arts Licensure
Program Coordinator e-mail Address: arkinp@longwood.edu
Program Coordinator: Pamela Arkin
Program Coordinator Office Phone: X 2615
SPA Name: No SPA, State Standards
Date SPA Assessment Plan Submitted:
Longwood State Assessment Plan – Theatre Education
SPA Website:
5/17/06
Date Plan Approved by AIR:
Page 1
Pam Arkin 6/28/2016
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
State Standard Aligned Assessments
2
Praxis II
3
Unit and
Lesson
Planning
4
Clinical
Experience
Evaluation
5
Teacher
Work
Sample
6
Senior
Portfolio
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2b. Directing
X
X
X
2c. Technical theatre, including lighting design, set design,
stage craft, costuming, makeup, and safety
X
X
X
2d. Performance, including acting and acting styles
X
X
X
2e. Dramatic literature
X
X
X
X
X
STATE THEATRE EDUCATION STANDARDS
1
Praxis I
1. Understanding of the knowledge, skills, and processes of
the theatre discipline as defined by Virginia Standards of
Learning, and how they provide a necessary foundation for
teaching theatre
2. Understanding of the knowledge, skills, and processes for
teaching theatre appropriate to the developmental levels of
students in pre-K-12 including the following areas:
2a. Knowledge and experience in planning, developing,
administering, and evaluating a program in theatre
education
2f. The relationship of theatre and culture, such as art,
dance, and music
2g. Related areas of theatre, such as art, dance, and music
3. Understanding of and proficiency in grammar usage and
mechanics in writing
7
NONE
8
NONE
X
X
X
X
*This program does not have a SPA, but has State Education Standards.
Longwood State Assessment Plan – Theatre Education
Page 2
Pam Arkin 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet State Standards
State Standard Aligned Assessments
STATE THEATRE EDUCATION STANDARDS
1
Praxis I
1. Understanding of the knowledge, skills, and processes of
the theatre discipline as defined by Virginia Standards of
Learning, and how they provide a necessary foundation for
teaching theatre
2. Understanding of the knowledge, skills, and processes for
teaching theatre appropriate to the developmental levels of
students in pre-K-12 including the following areas:
2a. Knowledge and experience in planning, developing,
administering, and evaluating a program in theatre
education
2
Praxis II
3
Unit and
Lesson
Planning
THEA 401
Passing
Score
Rubric
Items 2-4
Passing
Score
Rubric
Item 1
Passing
Score
2b. Directing
Passing
Score
2c. Technical theatre, including lighting design, set design,
stage craft, costuming, makeup, and safety
Passing
Score
2d. Performance, including acting and acting styles
Passing
Score
2e. Dramatic literature
Passing
Score
2f. The relationship of theatre and culture, such as art,
dance, and music
4
Clinical
Experience
Evaluation
CEXEVAL
THEA
Q1
CEXEVAL
THEA
Q2
CEXEVAL
THEA
Q 2a
CEXEVAL
THEA
Q 2b
CEXEVAL
THEA
Q 2c
CEXEVAL
THEA
Q 2d
CEXEVAL
THEA
Q 2e
CEXEVAL
THEA
Q 2f
2g. Related areas of theatre, such as art, dance, and music
3. Understanding of and proficiency in grammar usage and
mechanics in writing
Longwood State Assessment Plan – Theatre Education
Passing
Score
CEXEVAL
CFS6
Page 3
5
Teacher
Work
Sample
EDUC 402
6
Senior
Portfolio
THEA 461
LG, DFI
Rubric
Item 1
Total TWS
Score
Rubric
Item 2
Total TWS
Score
Rubric
Item 2a
7
NONE
8
NONE
Rubric
Item 2b
Rubric
Item 2c
Rubric
Item 2d
Rubric
Item 2e
Rubric
Item 2f
Rubric
Item 2g
Rubric
Item 3
Pam Arkin 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
Type or
Form of Assessment
When the Assessment
Is Administered1
State Licensure Test
1st year in program
State Licensure Test
Semester before Student Teaching
Projects
THEA 401
Observation of Student Teaching
EDUC 402
Teacher Work Sample
EDUC 402
Portfolio
THEA 461
7 None
8 None
PK-12 THEATRE EDUCATION LICENSURE HAS STATE STANDARDS, NOT A SPA. REPORTS ARE SUBMITTED TO THE
STATE WITHOUT A TEMPLATE.
Longwood State Assessment Plan – Theatre Education
Page 4
Pam Arkin 6/28/2016
APPENDIX:
Standard Aligned Assessment Rubrics
Longwood State Assessment Plan – Theatre Education
Page 5
Scoring Rubric for Lesson Plans (Assessment #3)
THEA 401/ Methods of Teaching Theatre
*Average Score of “2” Considered Acceptable
Choice of Lesson
(State Standard 2)
Lesson Plan Parts
(State Standard 1)
Objectives
(State Standard 1)
Procedures/
Materials
(State Standard 1)
Closing/
Summary
Unacceptable
1
Most parts of
lesson are not
appropriate for the
indicated grade
level.
Many appropriate
parts of the plan
are not included.
VA SOLs and
National Theatre
Standards are not
included.
Objectives missing
or do not describe
student outcomes
in terms of
observable
behavior. Bloom’s
levels 5&6 are
missing.
Procedures are not
described.
Materials are not
used or used
ineffectively.
Technology not
utilized.
A summary of the
lesson is not
planned or is
inappropriate
Longwood State Assessment Plan – Theatre Education
Acceptable
2
Most parts of lesson
are appropriate for
the indicated grade
level.
Target
3
All parts are
appropriate for the
indicated grade
level.
Most appropriate
parts of the plan are
included. VA SOLs
and National
Theatre Standards
are included.
All appropriate parts
of the plan are
evident. VA SOLs
and National
Theatre Standards
are included.
Most objectives
describe student
outcomes in terms
of observable
behavior. Bloom’s
levels 5&6 are
present.
All objectives
describe student
outcomes in terms
of observable
behavior. Bloom's
levels 5&6 are
present.
Procedures are
insufficiently
described.
Minimum use of
materials and
technology.
Procedures are
sufficiently
described. Materials
and technology are
used effectively
when indicated.
A general summary
of the lesson is
planned
A comprehensive
summary of the
lesson is planned
Page 6
Score
Final Clinical Experience Evaluation v062
(Assessment #4 – Theatre 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
Longwood State Assessment Plan – Theatre Education
Page 7
Please indicate the semester and year in which you are completing this evaluation:
Semester
{Choose one}
( ) Spring
( ) 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.
Longwood State Assessment Plan – Theatre Education
Page 8
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
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
Longwood State Assessment Plan – Theatre Education
Page 9
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
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
Longwood State Assessment Plan – Theatre Education
Page 10
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
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
Longwood State Assessment Plan – Theatre Education
Page 11
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 State Assessment Plan – Theatre Education
Page 12
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
CF Standard VI: Communication
a. Demonstrates competence in oral communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Theatre Education
Page 13
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
( ) NA
Longwood State Assessment Plan – Theatre Education
Page 14
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
( ) Theatre Education
( ) Other
Page 7
Below are additional standards for those who are pursuing a degree to work in theatre
education. Please assess this candidate's present ability to demonstrate these
characteristics.
Theatre Education Standards
1. Demonstrates an understanding of the knowledge, skills, and processes of the theatre
discipline as defined in the Virginia Standards of Learning, and how they provide a
necessary foundation for teaching theatre.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2. Demonstrates knowledge, skills, and processes for teaching theatre appropriate to the
developmental levels of students in preK-12.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Theatre Education
Page 15
2a. Demonstrates knowledge and experience in planning, developing, administering, and
evaluating a program of theatre education.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2b. Demonstrates knowledge, skills, and processes related to directing.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2c. Demonstrates knowledge, skills, and processes related to technical theatre, including
lighting design, set design, stage craft, costuming, makeup and safety.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2d. Demonstrates knowledge, skills, and processes related to teaching performance,
including acting and acting styles.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2e. Demonstrates knowledge, skills, and processes related to teaching dramatic literature.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2f. Demonstrates knowledge, skills, and processes related to teaching the relationship of
theatre and culture, such as art, dance, and music.
{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 – Theatre Education
Page 16
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 Theatre Education State Standards 2 & 2a.
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 – Theatre Education
Page 17
Score
Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating 
Indicator 
1. Significance,
Challenge and
Variety
(Theatre Education
State Standard 1)
2. Clarity
(Theatre Education
State Standard 1)
3. Appropriateness
For Students
(Theatre Education
State Standard 1)
4. Alignment with
National, State or
Local Standards
(Theatre Education
State Standard 1)
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 – Theatre Education
Most of the goals are
clearly stated as learning
outcomes.
Page 18
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 – Theatre Education
Page 19
Score
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
1. Alignment with
Learning Goals
(Theatre Education
State Standard 1)
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.
2. Accurate
Representation of
Content
(Theatre Education
State Standard 1)
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
(Theatre Education
State Standard 1)
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
(Theatre Education
State Standard 1)
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
(Theatre Education
State Standard 1)
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.
6. Use of
Technology
(Theatre Education
State Standard 1)
Longwood State Assessment Plan – Theatre Education
2
Indicator Partially Met
3
Indicator Met
Page 20
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
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 – Theatre Education
Page 21
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 – Theatre Education
Page 22
Score
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
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 – Theatre Education
3
Indicator Met
Page 23
Score
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 – Theatre Education
Page 24
Rubric for Theatre Arts Education – State Standards (Assessment #6)
* Average Score of “2” considered acceptable

State Standard
Unacceptable
Acceptable
Target
1
2
3
1. Understanding of the Demonstrates little
Demonstrates
Demonstrates
knowledge, skills, and
understanding of the
adequate
thorough
processes of the theatre knowledge, skills, and understanding of the knowledge of the
discipline as defined in processes of the
knowledge, skills,
knowledge, skills,
the VA Standards of
theatre discipline as
and processes of the and processes of
Learning and how they defined in the VA
theatre discipline as the theatre
provide a necessary
Standards of Learning defined in the VA
discipline as
foundation of teaching and how they provide Standards of
defined in the VA
theatre
a necessary foundation Learning and how
Standards of
of teaching theatre
they provide a
learning and how
necessary
they provide a
foundation of
necessary
teaching theatre
foundation of
teaching theatre
2. Understanding of the
knowledge, skills, and
processes for teaching
theatre appropriate to
the developmental
levels of students in
pre-K– 12 including the
following areas:
2.a) Knowledge and
Demonstrates little
Demonstrates
Demonstrates a
experience in planning, knowledge and
adequate knowledge thorough
developing,
experience in
and experience in
knowledge and
administering, and
planning, developing, planning,
experience in
evaluating a program in administering, and
developing,
planning,
theatre education
evaluating a program
administering, and
developing,
in theatre education
evaluating a
administering, and
program in theatre
evaluating a
education
program in theatre
education
2. b) Directing
Demonstrates little
Demonstrates
Demonstrates
knowledge or
adequate knowledge thorough
understanding of the
and understanding
knowledge and
directing process
of the directing
understanding of
process
the directing
process
Longwood State Assessment Plan – Theatre Education
Page 25
Score
2. c) Technical theatre,
including lighting, set
design, stage craft,
costuming, makeup,
and safety
Demonstrates little
knowledge or
proficiency in
technical theatre,
including lighting, set
design, stage craft,
costuming, makeup,
and safety
Demonstrates
adequate knowledge
or proficiency in
technical theatre,
including lighting,
set design, stage
craft, costuming,
makeup, and safety
2. d) Performance,
including acting and
acting styles
Demonstrates little
understanding, skills,
or proficiency in
acting or acting styles
Demonstrates
adequate
understanding, skills,
and proficiency in
acting and acting
styles
2.e) Dramatic
Literature
Demonstrates little
knowledge of
dramatic literature
2. f) The relationship of
theatre and culture,
such as art, dance, and
music
Demonstrates little
knowledge of the
relationship of theatre
and culture, such as
art, dance, and music
2. g) Related areas of
theatre, such as art,
dance, and music
Demonstrates little
knowledge of related
areas of theatre, such
as art, dance, and
music
3. Understanding of
and proficiency in
grammar, usage, and
mechanics in writing
Demonstrates little
understanding of and
proficiency in
grammar, usage, and
mechanics in
writing
Longwood State Assessment Plan – Theatre Education
Demonstrates
thorough
knowledge or
proficiency in
technical theatre,
including lighting,
set design, stage
craft, costuming,
makeup, and
safety
Demonstrates
thorough
understanding,
skills, and
proficiency in
acting and acting
styles
Demonstrates
Demonstrates
adequate knowledge thorough
dramatic literature
knowledge of
dramatic literature
Demonstrates
Demonstrates
adequate knowledge thorough
of the relationship
knowledge of the
of theatre and
relationship of
culture, such and art, theatre and
dance, and music
culture, such and
art, dance, and
music
Demonstrates
Demonstrates
adequate knowledge thorough
of related areas of
knowledge of
theatre, such as art,
related areas of
dance, and music
theatre, such as
art, dance, and
music
Demonstrates
Demonstrates
adequate
thorough
understanding of
understanding of
and proficiency in
and proficiency in
grammar, usage, and grammar, usage,
mechanics in
and mechanics in
writing
writing
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