INTRODUCTION TO SOCIAL STUDIES PORTFOLIO
RUBRIC
Trait
Introduction to Social
Studies Portfolio
1
Unacceptable
Does not define the
purpose of the social
studies portfolio.
2
Beginning
Vaguely defines the
purpose of the social
studies portfolio.
3
Developing
Adequately
defines the
purpose of the
social studies
portfolio.
4
Capable
Clearly and
accurately
delineates the
purpose of the
social studies
portfolio.
5
Accomplished
Defines the purpose of the
TWS social studies
portfolio in a professional
and articulate manner.
There is no
description (or a very
poor one) of the
social studies
learning outcomes
selected.
There is a brief
description of social
studies outcomes,
but the number is
less than required.
There is an
acceptable
description of
social studies
learning
outcomes.
There is a specific There is an exemplary
description of the description of the social
social studies
studies learning outcomes.
learning
outcomes.
There are no
connections made
between the TWS
NCATE social
studies elements and
the College of
Education Outcomes.
The connections
made between the
NCSS social studies
elements of the TWS
and the COE
Outcomes are
minimal
The connections
made between the
NCSS social
studies elements
of the TWS and
the COE
Outcomes are
satisfactory.
The connections
made between the
NCSS social
studies elements
of the TWS and
the College of
Education
Outcomes are
clear.
The connections made
between the NCSS social
studies elements of the
TWS and the COE
Outcomes are clear and
focused.
There is no
description of the
social studies
elements in the TWS
portfolio
organization.
The description of
the social studies
elements in the
organization of the
TWS portfolio is
vague and not easily
understood.
The description of
the social studies
elements in the
TWS portfolio
organization is
acceptable.
The description of
social studies
elements in the
TWS portfolio
organization is
logical and in
format easy to
understand.
The description of the
social studies elements in
the organization is
excellent, well thought
out, and logical.
SOCIAL STUDIES PHILOSOPHY STATEMENT
RUBRIC
Trait
Social Studies
Philosophy Statement
1
Unacceptable
Offers no evidence
that the candidate
has the student as
the focus in the
social studies
philosophy.
2
Beginning
Offers minimal
evidence that the
candidate has the
student as the focus
in the social studies
philosophy.
3
Developing
Offers adequate
evidence that the
candidate has the
student as the
focus in the social
studies philosophy.
4
Capable
Offers significant
evidence that the
candidate has the
student as the
focus of the social
studies philosophy.
5
Accomplished
Offers superior evidence
that the candidate has the
student as the focus social
studies philosophy.
Offers no evidence
that the NCSS
themes and
SPECTRUM model
are in the framework
Offers minimal
evidence that the
NCSS themes and
SPECTRUM model
are in the framework.
Offers adequate
evidence that the
NCSS themes and
NCATE
SPECTRUM
model are in the
framework.
Offers significant
evidence that the
NCSS thematic
standards and
NCATE
SPECTRUM
model, k, s, v & d,
are in the
framework.
Offers superior evidence
that the NCSS thematic
standards and NCATE
SPECTRUM model k, s, v
& d are in the framework.
Offers no evidence
that the candidate
understands social
studies theory and
research.
Offers minimal
evidence that the
candidate
understands social
studies theory and
research.
Offers adequate
evidence that the
candidate
understands social
studies theory and
research.
Offers significant
evidence that the
candidate
understands social
studies theory and
research.
Offers superior evidence
that the candidate
understands social studies
theory and research.
Offers no evidence
that the candidate
has gained insight
into social studies
teaching and
learning through
field experiences
and coursework.
Offers minimal
evidence that the
candidate has gained
insight into social
studies teaching and
learning through field
experiences and
coursework.
Offers adequate
evidence that the
candidate has
gained insight into
social studies
teaching and
learning through
field experiences
Offers significant
evidence that the
candidate has
gained insight into
social studies
teaching and
learning through
field experiences
Offers superior evidence
that the candidate has
gained insight into social
studies teaching and
learning through field
experiences and
coursework.
and coursework.
and coursework.
Contextual Social Studies Factors Rubric
TWS Standard: The social studies teacher uses information about the learning/teaching context and student individual differences to set
learning goals, plan instruction and assess learning.
Rating →
1
2
3
4
5
Score
Indicator ↓
Unacceptable
Beginning
Developing
Capable
Accomplished
Displays no social
Displays minimal,
Displays some social Displays a
Displays and explains
studies knowledge of
irrelevant, or biased
studies knowledge
comprehensive
an in-depth social
social studies
of the characteristics social studies
studies understanding
Social Studies the characteristics of
knowledge of the
of the community,
understanding of the of the characteristics
Knowledge of the community,
school, and
characteristics of the of the community,
Community, school, and classroom. characteristics of the
community, school, and classroom that may
community, school, school, and classroom
School and
classroom.
affect learning.
and classroom that
that may affect
Classroom
may affect learning. learning with specific
Factors
data, cited sources,
and/or statistics.
Displays no social
Displays minimal,
Displays general
Displays general and Displays and explains
studies knowledge of
stereotypical, or
social studies
specific social
in-depth social studies
student
differences
irrelevant
social
studies
knowledge
of
studies
knowledge
knowledge of student
Social Studies
knowledge of student
student differences
of student
differences (e.g.,
Knowledge of (e.g., development,
differences (e.g.,
(e.g., development,
differences (e.g.,
development,
Characteristics interests, culture,
abilities/disabilities).
development, interests,
interests, culture,
development,
interests, culture,
of Students
culture,
abilities/disabilities). interests, culture,
abilities/disabilities).
abilities/disabilities).
abilities/disabilities).
Fails to demonstrate
Demonstrates general
Demonstrates
Articulates an
Articulates general
understanding of a
understanding of a
general
understanding of
and specific
Knowledge of
variety of social
variety of social studies understanding of a
varied social studies understanding of
Students’
studies approaches to
approaches to learning
variety of social
learning modalities
varied social studies
Varied Social
learning among
among students and may studies approaches
and multiple
learning modalities
Studies
students, e.g., multiple know one or two
to learning among
intelligences.
and multiple
Approaches to
intelligences and/or
learning modalities but
students and can
intelligences.
Learning
learning modalities.
not a variety.
distinguish between
multiple modalities.
Identifies the value of
Identifies the value
Displays knowledge Articulates an inKnowledge of Displays no
knowledge of
understanding students’ of understanding
of understanding
depth understanding
Students’
students’ social studies social studies skills and students’ social
students’ social
of students’ social
Skills and
skills and previous
previous learning but
studies skills and
studies skills and
studies skills and
Prior Social
Studies
Learning
Implications
for Social
Studies
Instructional
Planning and
Assessment
learning and does not
indicate either is
important.
demonstrates its
importance for the
whole class only.
previous learning for previous learning,
the group and
including special
individuals.
needs students.
Does not provide
implications for social
studies instruction and
assessment based on
student individual
differences and
community, school,
and classroom
characteristics or
provides inappropriate
implications.
Provides minimal
implications for social
studies instruction and
assessment based on
student individual
differences and
community, school, and
classroom
characteristics or
provides inappropriate
implications.
Provides general
implications for
social studies
instruction and
assessment based on
student individual
differences and
community, school,
or classroom
characteristics.
Provides specific
implications for
social studies
instruction and
assessment based on
student individual
differences and
community, school,
and classroom
characteristics.
previous learning for
the group and
individuals including
special needs
students.
Provides specific
implications and
analyzes decisions for
social studies
instruction and
assessment based on
student individual
differences (ELL and
inclusion students)
and community,
school, and classroom
characteristics.
Social Studies Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →
Indicator ↓
Significance,
Challenge and
Variety of Social
Studies Goals
Clarity of Social
Studies Goals
Appropriateness of
Social Studies
Goals for Students
1
Unacceptable
Social studies goals
are not in evidence.
2
Beginning
Social studies goals
reflect only one type
or level of learning
3
Developing
Social studies goals
reflect several types
or levels of learning
but lack significance
or challenge
4
Capable
Social studies goals
reflect several types
or levels of learning
and are significant
and challenging.
Social studies goals
are vague or not in
evidence.
Social studies goals
are not stated clearly
and are activities
rather than learning
outcomes.
Social studies goals
are not
developmentally
appropriate; nor
address pre-requisite
knowledge, skills,
experiences, or other
student needs.
Some of the social
studies goals are
clearly stated as
learning outcomes.
Most of the social
studies goals are
clearly stated as
learning outcomes
Some social studies
goals are
developmentally
appropriate and
address some prerequisite knowledge,
skills, experiences,
and other student
needs.
Social studies goals
are not aligned with
NCSS thematic
standards, NJCCCS
or COE standards.
Some social studies
goals are aligned
with NCSS thematic
standards, NJCCCS
or COE standards.
Most social studies
goals are
developmentally
appropriate;
addresses prerequisite knowledge,
skills, experiences
and other student
needs are
considered.
Most of the social
studies goals are
explicitly aligned
with NCSS thematic
standards, NJCCCS
and COE standards.
Social studies goals
presented are
inappropriate for the
class or set
unrealistic
expectations for
students.
Fails to develop
social studies goals
Alignment of Social aligned with
Studies Goals with national, NJCCCS
National, State or and COE standards
Local Standards
5
Accomplished
Social studies goals
are significant and
challenge thought
and expectations
including three or
more levels and
types.
Social studies goals
are clearly stated in
behavioral terms.
Social studies goals
demonstrate realistic
expectations for all
students in addition
to providing for
students’ critical
thinking and
reflection.
Social studies goals
are aligned with
NCSS thematic
standards, NJCCCS,
COE standards and
are articulated
through the lesson
presentations.
Score
Alignments are
explained.
Social Studies Assessment Plan
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →
Indicator ↓
Alignment
with Social
Studies
Learning
Goals and
Instruction
Clarity of
Criteria and
Social Studies
Standards for
Performance
Multiple
Modes and
Approaches
For Social
Studies
Assessment
1
Unacceptable
Minimal plans for
pre and post
assessments are
provided;
assessments do
not measure
social studies
learning goals.
2
Beginning
Social studies
NJCCCS content and
methods of
assessment lack
congruence with
social studies
learning goals or lack
cognitive complexity.
3
Developing
Some of the social studies
learning goals are assessed
through the assessment plan,
but many are not congruent
with NJCCCS social studies
learning goals in content
and cognitive complexity.
4
Capable
The NJCCCS & the
social studies learning
goals are assessed
through the assessment
plan; assessments are
congruent with the
social studies learning
goals in content and
cognitive complexity.
The assessments
contain no criteria
for measuring
student
performance
relative to the
social studies
learning goals.
The social studies
assessment plan
fails to
demonstrate
evidence of
student
assessment other
than after
instructions.
Limited social
studies
Social studies
assessments contain
poorly stated criteria
for measuring student
performance leading
to student confusion.
Assessment criteria have
been developed, but they are
not clear or are not
explicitly linked to the
social studies learning goals.
Assessment criteria are
clear and are explicitly
linked to the social
studies learning goals.
The social studies
assessment plan
includes only one
assessment mode and
does not assess
students before,
during, and after
instruction.
The social studies
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 social studies
knowledge, skills and
critical thinking.
The social studies
assessment plan
includes multiple
assessment modes
(including performance
assessments, lab reports,
research projects, etc.)
and assesses student
performance throughout
the social studies
instructional sequence.
5
Accomplished
All NJCCCS & the
social studies
learning goals are
assessed by the
assessment plan,
and provide
students with
constructive
feedback on their
social studies
learning.
Assessment criteria
are linked to social
studies learning
goals; accurately
documenting
student social
studies learning.
The social studies
assessment plan
uses
formal/informal
assessments and
student’s selfassessments to
assess student
performance and
effectiveness of the
social studies
Score
Technical
Soundness
Of Social
Studies
Assessments
knowledge of
formal/informal
assessments
Social studies
assessments are
not designed to
measure lessons
goals and
objectives;
scoring
procedures are
inaccurate.
Social studies
teacher does not
address or link
social studies
Adaptations
Based on the assessments to
identified
Individual
Needs of Social contextual
factors.
Studies
Students
instructional
sequence.
Social studies
assessments are not
valid; scoring
procedures are
inaccurate; items or
prompts are poorly
written; directions
and procedures are
confusing to students.
Social studies teacher
does not adapt social
studies assessments
to meet the individual
needs of students or
these assessments are
inappropriate.
Social studies 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
Social studies
assessments appear to
be valid; scoring
procedures are
explained; most items or
prompts are clearly
written; directions and
procedures are clear to
students.
Social studies
assessments appear
to be valid and
clearly written.
Assessments data
used to document
students’ strengths
as well as
opportunities for
learning.
Social studies teacher makes Social studies teacher
Social studies
adaptations to social studies makes adaptations to
teacher’s
assessments that are
social studies
adaptations of
appropriate to meet the
assessments that are
assessments for all
individual needs of some
appropriate to meet the
students needs to be
students.
individual needs of most met. Adaptations
students.
are creative and
show evidence of
outstanding social
studies problemsolving skills by
teacher candidate.
Design for Social Studies Instruction
Rubric
TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
Rating →
1
2
3
4
5
Indicator ↓
Unacceptable
Beginning
Developing
Capable
Accomplished
No lesson is
Few lessons are
Most lessons are
All lessons are
All lessons are
linked to the
explicitly linked to the
explicitly linked to the explicitly linked to the explicitly linked to
NJCCCS,
NJCCCS, NCSS themes NJCCCS, NCSS
NJCCCS, NCSS
the NJCCCS, NCSS
NCSS themes
or a social studies
themes or social studies themes or social studies themes or social
or a social
learning goal. Few
learning goals. Most
learning goals. All
studies learning
Alignment
studies learning learning activities,
learning activities,
learning activities,
goals and
with Social
goal. No
assignments and
assignments and
assignments and
demonstrate critical
Studies
learning
resources are aligned
resources are aligned
resources are aligned
thinking and
Learning
activities are
with social studies
with social studies
with social studies
reflection in
Goals
aligned to social learning goals. Not all
learning goals. Most
learning goals. All
activities and
studies learning social studies learning
social studies learning
social studies learning
assignments.
goals.
goals are covered in the
goals are covered in the goals are covered in the
design.
design.
design.
Teacher does
Teacher’s use of
Teacher’s use of
Teacher’s use of
Teacher provides
not demonstrate NJCCCS social studies
NJCCCS social studies NJCCCS social studies NJCCCS
purpose and
content appears to
content appears to be
content appears to be
interdisciplinary
relevancy of
contain numerous
mostly accurate.
accurate. Focus of the cross-social studies
Accurate
Shows some awareness social studies content is content approach to
Representation NJCCCS social inaccuracies. Social
studies content. studies content seems to
of the big ideas or
congruent with the big student learning,
of Social
be viewed more as
structure of the social
ideas or structure of the stressing depth and
Studies
isolated skills and facts
studies discipline.
social studies
breadth of social
Content
rather than as part of a
discipline.
studies content.
larger conceptual
structure.
The social
The social studies
The social studies
Most social studies
All social studies
studies lessons
lessons within the unit
lessons within the unit lessons within the unit lessons within the
are not logically
have some logical
are logically organized unit demonstrate
Social Studies within the unit
do not
organized
organization and
and appear to be useful how knowledge of
Lesson and
(e.g., sequenced).
appear to be somewhat in moving students
NJCCCS social
Unit Structure demonstrate
knowledge of
useful in moving
toward achieving the
studies content is
how social
students toward
social studies learning
created and
Score
studies content
is created and
developed.
achieving the social
studies learning goals.
A single social
studies
instructional
modality is used
with social
studies textbook
as only
reference.
Little variety of social
studies instructional
activities, assignments,
and resources. Heavy
reliance on social studies
textbook or single
resource (e.g., work
sheets).
Social studies
instruction has
not been based
upon
knowledge of
social studies
subject matter,
students or preassessment
data.
Social studies instruction
has been designed with
very limited reference to
contextual factors and
pre-assessment data.
Social studies activities
and assignments do not
appear productive and
appropriate for each
student.
Social studies
teacher does not
use technology
Use of
during social
Technology
studies
to Teach Social
instruction.
Studies
Technology is
inappropriately used in
social studies lesson and
inappropriate rationale is
provided.
Use of a
Variety of
Activities,
Assignments
and Resources
For Social
Studies
Instruction
Use of
Contextual
Information
and Data to
Select
Appropriate
and Relevant
Social Studies
Activities,
Assignments
and Resources
Some variety in social
studies instruction,
activities, assignments,
or resources but with
limited contribution to
learning.
goals.
Significant variety
across the social
studies curriculum
instruction, activities,
assignments, and/or
resources. This variety
makes a clear
contribution to social
studies learning.
Some social studies
Most social studies
instruction has been
instruction has been
designed with
designed with
reference to contextual reference to contextual
factors and prefactors and preassessment data. Some assessment data. Most
social studies activities social studies activities
and assignments appear and assignments appear
productive and
productive and
appropriate for each
appropriate for each
student.
student.
Social studies teacher
Social studies teacher
uses technology but it
integrates appropriate
does not make a
technology that makes
significant contribution a significant
to teaching and
contribution to
learning or teacher
teaching and learning
provides limited
or provides a strong
rationale for not using
rationale for not using
technology.
technology.
organized and
integrates knowledge
from other fields of
content.
Social studies
instructional
strategic assignments
are varied to
accommodate
individual learners
and to achieve social
studies lesson goals.
All social studies
instruction addresses
the diverse needs of
individual students
and contextual
factors of
community, school
and class.
Social studies
teacher integrates a
variety of media and
technology into
social studies
instruction and
relates both directly
to lesson goals.
Social Studies Instructional Decision-Making
Rubric
TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.
Rating →
Indicator ↓
Sound
Professional
Social Studies
Practice
Modifications
Based on
Analysis of
Student Social
Studies
Learning
Congruence
Between
Modifications
and Social
Studies
Learning Goals
1
Unacceptable
Social studies
instructional
decisions are
inappropriate
for age of
student, content,
and community.
2
Beginning
Many social studies
instructional decisions
are inappropriate and not
pedagogically sound.
3
Developing
Social studies
instructional decisions
are mostly appropriate,
but some decisions are
not pedagogically
sound.
4
Capable
Most social studies
instructional decisions
are pedagogically sound
(i.e., they are likely to
lead to student learning).
Social studies
teacher treats
class as “one
plan fits all”
with no
modifications.
Fails to
demonstrate
evidence of
social studies
instructional
modifications.
Limited modifications of
the social studies
instructional plan have
been made, to
accommodate individual
learners.
Some modifications of
the social studies
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.
Inappropriate
modification in
social studies
instruction.
Modifications in social
studies instruction lack
congruence with social
studies learning goals.
Modifications in social
studies instruction are
somewhat congruent
with social studies
learning goals.
Appropriate
modifications of the
social studies
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.
Modifications in social
studies instruction are
congruent with social
studies learning goals.
5
Accomplished
Most social
studies
instructional
decisions are
pedagogically
sound and build
on social studies
concepts and
skills previously
learned.
Appropriate
modifications of
the social studies
plan are made to
individualize
instruction.
Rational to
improve student
progress is
provided.
Modifications in
social studies
instruction are
congruent with
social studies
learning goals
Score
and cite current
research as the
rationale for the
modifications.
Analysis of Student Social Studies Learning
Rubric
TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and
achievement.
Rating →
Indicator ↓
Clarity and
Accuracy of
Social Studies
Designed
Presentation
Alignment
with Social
Studies
Learning
Goals
Interpretation
of Social
Studies
Student Data
1
Unacceptable
Social studies
presentation does not
include data.
2
Beginning
Social studies
presentation is not
clear and accurate; it
does not accurately
reflect the data.
3
Developing
Social studied
presentation is
understandable and
contains few errors.
Neither analysis of
student learning nor
visual representation is
aligned with social
studies learning goals.
Analysis of student
learning is aligned
with social studies
learning goals.
Visual
representations do
not include whole
class, sub-groups or
individual students.
Interpretation of social
studies student data is
unsupported by any
relevant data
Interpretation of
social studies student
data is inaccurate,
and conclusions are
Analysis of student
learning is general
with social studies
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.
Interpretation of
social studies student
data is technically
accurate, but
4
Capable
Social studies
presentation is easy
to understand and
contains no errors of
presentation.
5
Score
Accomplished
Contains no errors in
social studies
presentation. Social
studies Presentation is
communicated with
the use of technology
and media.
Analysis is fully
Analysis is thorough
aligned with social
and complete,
studies learning goals recognizing student
and provides a
progress in developing
comprehensive
social studies content
profile of student
proficiency. Visual
learning for the
and narrative
whole class,
summaries
subgroups, and two
demonstrate the extent
individuals.
of student progress.
Interpretation of
social studies student
data is meaningful,
and appropriate
Interpretation of social
studies student data is
comprehensive.
Appropriate
Evidence of
Impact on
Student
Social Studies
Learning
Analysis is weak and
fails to provide
subgroup achievement
of social studies
learning.
missing.
conclusions are
missing or not fully
supported by data.
conclusions are
drawn from the data.
Analysis of student
social studies
learning fails to
include evidence of
impact on student
learning in terms of
numbers of students
who achieved and
made progress
toward learning
goals. No
remediation is
provided.
Analysis of student
social studies
learning includes
incomplete evidence
of the impact on
student learning in
terms of numbers of
students who
achieved and made
progress toward
social studies
learning goals.
Limited remediation
is provided.
Analysis of student
social studies
learning includes
evidence of the
impact on student
learning in terms of
number of students
who achieved and
made progress
toward each social
studies learning goal.
Remediation is
specific.
conclusions are drawn
from the data.
Candidate has detailed
the assessment and
evaluation of student
gains.
A thorough analysis of
the social studies
learning gains of all
students and
subgroups is
presented.
Remediation is
specific.
Reflection and Self-Evaluation
Social Studies Rubric
TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching
practice.
Rating →
1
2
3
4
5
Score
Indicator ↓
Unacceptable
Beginning
Developing
Capable
Accomplished
No evidence or
Provides one possible Provides evidence but
Uses evidence to
Uses evidence to
reasons provided to reason as evidence to simplistic, superficial
support conclusions
support more than four
support conclusions support conclusions
reasons are given or
drawn in “Analysis of conclusions drawn in
drawn in “Analysis drawn in Analysis of hypotheses to support
Student Social
“Analysis of Student
Student Social
conclusions drawn in
Studies Learning”
Social Studies
Interpretation of Student Social
Studies Learning”
Studies Learning.
“Analysis of Student
section.
Learning” section.
of Student
Social Studies
Explores multiple
Social Studies section.
Learning” section.
hypotheses for why
Learning
some students did and
others did not meet
social studies learning
goals.
Provides no
Rationale for social
Identifies successful
Identifies successful
Reflects on own
rationale for why
studies activities or
and unsuccessful social and unsuccessful
performance as a
some social studies assessments
studies activities or
social studies
social studies teacher
Insights on
activities or
presented in
assessments and
activities and
focusing on the impact
Effective
assessments were
confusing manner;
superficially explores
assessments and
of the experience on
Social Studies
more successful
insights limited to
reasons for their
provides plausible
student social studies
Instruction
than others.
knowledge-based
success or lack thereof reasons (based on
learning. Current
and
social studies
(no use of theory or
theory or research)
research findings are
Assessment
instruction and use of research).
for their success or
incorporated as
formal assessments.
lack thereof.
supportive
documentation.
Does
not
connect
Connections
among
Connects
NJCCCS
Logically
connects
Connects NJCCCS
Alignment
NJCCCS social
social studies learning
NJCCCS social
social studies learning
Among Social NJCCCS social
studies learning
goals, instructions, and studies learning
goals, instruction and
Studies Goals, studies learning
goals, instruction,
goals, instructions
assessment results in
goals, instruction, and assessment results in
Instruction
and assessment
and assessments are
the discussion of
assessment results in the discussion of
and
results in the
irrelevant or
student social studies
the discussion of
student social studies
Assessment
Implications
for Future
Social Studies
Teaching
Implications
for Social
Studies
Professional
Development
discussion of
student learning
and effective
instruction and/or
the connections are
irrelevant or
inaccurate.
inaccurate.
learning and effective
instruction, but
misunderstandings or
conceptual gaps are
present.
student social studies
learning and effective
instruction.
learning and effective
instruction. Current
research findings are
incorporated as
supportive
documentation.
Provides no ideas
or inappropriate
ideas for
redesigning social
studies learning
goals, instruction,
and assessment.
Provides limited
ideas for redesigning
social studies
learning goals,
instruction, and
assessment.
Rationale is
inadequate; or absent.
Provides ideas for
redesigning social
studies learning goals,
instruction, and
assessment but offers
no rationale for why
these changes would
improve student social
studies learning.
Provides a repertoire
of social studies
strategies, offering
specific alternative
actions complete with
probable successes for
student social studies
learning.
Provides no
professional social
studies learning
goals.
Provides social
studies goals that are
not related to the
insights and
experiences described
in this section.
Presents professional
social studies 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 social
studies goals.
Provides ideas for
redesigning social
studies learning
goals, instruction, and
assessment and
explains why these
modifications would
improve student
social studies
learning.
Presents professional
social studies
learning goals that
emerge from the
insights and
experiences descried
in this section.
Presents four or more
professional social
studies learning goals
that clearly emerge
from the insights and
experiences described
in this section.
Describes at least two
specific steps to meet
these social studies
goals
Social Studies Writing Mechanics and Organization
Rubric
Standard: TWS Portfolio is organized clearly, grammatically correct and written in standard English.
1
Unacceptable
2
Beginning
3
Developing
4
Capable
5
Accomplished
Social Studies Writing
Mechanics
The use of standard
written English is
unsatisfactory at this
level. More than 10
errors in punctuation,
capitalization,
subject-verb
agreement may exist
or excessive
fragments or run-ons
may detract from the
overall content of the
social studies writing.
The use of standard
written English
needs attention.
More than 9 errors
in punctuation,
capitalization,
subject-verb
agreement may exist
or 2 or more
fragments or run-ons
may exist in social
studies writing.
The use of standard
written English is
adequate with no
more than 8 errors in
punctuation,
capitalization,
subject-verb
agreement may exist
or 1 or more
fragments or run-ons
may exist in social
studies writing.
The use of
standard written
English is good
with no more than
5 errors in social
studies writing.
The use of standard
written English is
outstanding with no
more than 2 errors in
punctuation,
capitalization, subjectverb agreement may
exist in social studies
writing. No fragments
or run-ons may exist
Use of Syntax in Social
Studies Writing
Syntax and word
choice may be
unsatisfactory, or the
writing may lack
cohesion in social
studies writing.
Syntax and word
choice may need
attention, or the
writing may lack
cohesion in social
studies writing.
Syntax and word
choice are
satisfactory, and the
social studies
writing is cohesive.
Syntax and word
choice are
appropriate, and
the social studies
writing is
cohesive.
Syntax and word
choice are clearly
superior, and the
social studies writing
is very cohesive.
Trait