KEAN UNIVERSITY PERH
K-12 PHYSICAL EDUCATION TEACHER EDUCATION TWS RUBRICS
INTRODUCTION TO PORTFOLIO
RUBRIC
Trait
1
Unacceptable
Introduction to Portfolio Does not define the
2
Beginning
3
Developing
4
Capable
5
Accomplished
Vaguely defines the
purpose of the
portfolio.
Adequately defines
the purpose of the
portfolio.
Clearly and
accurately
delineates the
purpose of the
portfolio.
Defines the purpose of the
TWS portfolio in a
professional and articulate
manner.
There is no description
(or a very poor one) of
the learning outcomes
selected.
There is a brief
description of
outcomes, but the
number is less than
required.
There is an
acceptable
description of
learning outcomes.
There is a specific
description of the
learning outcomes.
There is an exemplary
description of the outcomes.
There are no
connections made
between the elements
of the TWS, State
(NJCCCS) and NASPE
Standards and the
College of Education
Outcomes.
The connections made
between the elements
of the TWS, State
(NJCCCS) and
NASPE Standards and
the COE Outcomes
are minimal
The connections
made between the
elements of the
TWS, State
(NJCCCS) and
NASPE Standards
and the COE
Outcomes are
satisfactory.
The connections
made between the
elements of the
TWS, State
(NJCCCS) and
NASPE Standards
and the College of
Education
Outcomes are clear.
The connections made
between the elements of the
TWS, State (NJCCCS) and
NASPE Standards and the
COE Outcomes are clear and
focused.
purpose of the
portfolio.
Health & Physical Education TWS Rubrics
6/08
There is no description
of the TWS portfolio
organization.
Health & Physical Education TWS Rubrics
The description of the
organization of the
TWS portfolio is
vague and not easily
understood.
The description of
the TWS portfolio
organization is
acceptable.
The description of
the TWS portfolio
organization is
logical and in an
easy to understand
format.
The description of the
organization is excellent,
well thought out, and
logical.
6/08
PHILOSOPHY STATEMENT
RUBRIC
Trait
Philosophy Statement
1
Unacceptable
2
Beginning
3
Developing
4
Capable
5
Accomplished
Offers no evidence
that the candidate has
the K-12 student as
the focus.
Offers minimal
evidence that the
candidate has the K-12
student as the focus.
Offers adequate
evidence that the
candidate has the K12 student as the
focus.
Offers significant
evidence that the
candidate has the K12 student as the
focus.
Offers superior evidence that
the candidate has the K-12
student as the focus.
Offers no evidence
that the SPECTRUM
model is the
framework
Offers minimal
evidence that the
SPECTRUM model is
the framework.
Offers adequate
evidence that the
SPECTRUM model
is the framework.
Offers significant
evidence that the
SPECTRUM model
is the framework.
Offers superior evidence that
the SPECTRUM model is
the framework.
Offers no evidence
that the candidate
understands theory
and research relevant
to K-12 physical
education.
Offers minimal
evidence that the
candidate understands
theory and research
relevant to K-12
physical education.
Offers adequate
evidence that the
candidate
understands theory
and research
relevant to K-12
physical education.
Offers significant
evidence that the
candidate
understands theory
and research
relevant to K-12
physical education.
Offers superior evidence that
the candidate understands
theory and research relevant
to K-12 physical education.
Offers no evidence
that the candidate has
gained insight into
teaching and learning
through field
experiences and
coursework.
Offers minimal
evidence that the
candidate has gained
insight into teaching
and learning through
field experiences and
coursework.
Offers adequate
evidence that the
candidate has gained
insight into teaching
and learning through
field experiences
and coursework.
Offers significant
evidence that the
candidate has gained
insight into teaching
and learning through
field experiences
and coursework.
Offers superior evidence that
the candidate has gained
insight into teaching and
learning through field
experiences and coursework.
Health & Physical Education TWS Rubrics
6/08
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 →
1
2
3
4
5
Indicator ↓
Unacceptable
Beginning
Developing
Capable
Accomplished
Knowledge of
Community,
School and
Classroom
Factors
Displays no knowledge
of the characteristics of
the community, school,
and classroom nor
understands or values the
importance and complex
characteristics of
children’s families and
communities.
Displays minimal,
irrelevant, or biased
knowledge of the
characteristics of the
community, school, and
classroom and minimal
understanding and value of
the importance and
complex characteristics of
children’s families and
communities.
Displays some
knowledge of the
characteristics of the
community, school,
and classroom that
may affect learning
and some
understanding and
value of the
importance and
complex
characteristics of
children’s families
and communities.
Displays a
comprehensive
understanding of the
characteristics of the
community, school,
and classroom that
may affect learning
and a good
understanding and
value of the
importance and
complex
characteristics of
children’s families
and communities.
Displays no knowledge
of diverse student
Displays minimal,
stereotypical, or irrelevant
knowledge of diverse
Displays general
knowledge of diverse
Displays general and
specific knowledge of
knowledge of diverse
needs, nor the need for
Knowledge of
specific
Characteristics
accommodations for
of Students
student
exceptionalities.
Health & Physical Education TWS Rubrics
student needs, and the
need for specific
accommodations for
student exceptionalities.
student needs, nor
the need for specific
accommodations for
student
exceptionalities.
student needs, and
the need for specific
accommodations for
student
exceptionalities.
Displays and explains
an in-depth
understanding of the
characteristics of the
community, school, and
classroom that may
affect learning with
specific data, cited
sources, and/or
statistics. Candidate
clearly understands and
values of the importance
and complex
characteristics of
children’s families and
communities.
Displays and explains
in-depth knowledge of
diverse student needs,
and the need for
specific
accommodations for
student
exceptionalities.
6/08
Score
Knowledge of
Students’
Varied
Approaches to
Learning
Knowledge of
Students’
Skills and
Prior Learning
Implications
for
Instructional
Planning and
Assessment
Fails to demonstrate
understanding of a
variety of approaches to
learning that are
Demonstrates minimal
understanding of a variety
of approaches to learning
that are progressive and
Demonstrates general
understanding of a
variety of approaches
to learning that are
Articulates an
understanding of
varied approaches to
learning that are
Articulates general and
specific understanding
of varied approaches to
learning that are
progressive and
sequential and that
addresses the diverse
needs and learning
styles of all students
sequential and that
addresses the diverse
needs and learning styles
of all students
progressive and
sequential and that
addresses the
diverse needs and
learning styles of all
students
progressive and
sequential and that
addresses the
diverse needs and
learning styles of all
students
progressive and
sequential and that
addresses the diverse
needs and learning
styles of all students
Displays no knowledge
of students’ skills and
previous learning and
does not indicate either is
important.
Identifies the value of
understanding students’
skills and previous
learning but demonstrates
its importance for the
whole class only.
Identifies the value of
understanding
students’ skills and
previous learning for
the group and
individuals.
Displays knowledge
of understanding
students’ skills and
previous learning,
including special
needs students.
Does not provide
implications for
instruction and
assessment based on
student individual
differences and
community, school, and
classroom characteristics
or provides inappropriate
implications.
Provides minimal
implications for instruction
and assessment based on
student individual
differences and
community, school, and
classroom characteristics
or provides inappropriate
implications.
Provides general
implications for
instruction and
assessment based on
student individual
differences and
community, school, or
classroom
characteristics.
Provides specific
implications for
instruction and
assessment based on
student individual
differences and
community, school,
and classroom
characteristics.
Articulates an in-depth
understanding of
students’ skills and
previous learning for the
group and individuals
including special needs
students.
Provides specific
implications and
analyzes decisions for
instruction and
assessment based on
student individual
differences (ELL and
inclusion students) and
community, school, and
classroom
characteristics.
Health & Physical Education TWS Rubrics
6/08
Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →
Indicator ↓
1
Unacceptable
2
Beginning
3
Developing
4
Capable
5
Accomplished
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.
Goals presented are Goals are not
inappropriate for the developmentally
class or set
appropriate; nor
unrealistic
address pre-requisite
expectations for
knowledge, skills,
students.
experiences, or other
student needs.
Some of the goals
are clearly stated as
learning outcomes.
Most of the goals
are clearly stated as
learning outcomes
Goals are significant
and challenge
thought and
expectations
including three or
more levels and
types.
Goals are clearly
stated in behavioral
terms.
Some goals are
developmentally
appropriate and
address some prerequisite knowledge,
skills, experiences,
and other student
needs.
Fails to develop
goals aligned with
national, state and
COE standards
Some goals are
aligned with
national, state or
COE standards.
Most goals are
developmentally
appropriate;
addresses prerequisite knowledge,
skills, experiences
and other student
needs are
considered.
Most of the goals
are explicitly
aligned with
national, state and
COE standards.
Goals are not in
evidence.
Significance,
Challenge and
Variety
Clarity
Appropriateness
for Students
Alignment with
National, State or
Local Standards
Goals are vague or
not in evidence.
Health & Physical Education TWS Rubrics
Goals are not
aligned with
national, NJ
standards or COE
standards.
Score
Goals demonstrates
realistic
expectations for all
students in addition
to providing for
students’ critical
thinking and
reflection.
Goals are aligned
with national, state,
COE standards and
are articulated
through the lesson
presentations.
Alignments are
explained.
6/08
Assessment Plan
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating →
Indicator ↓
Alignment
with Learning
Goals and
Instruction
Clarity of
Criteria and
Standards for
Performance
Multiple
Modes and
Approaches
1
Unacceptable
2
Beginning
3
Developing
4
Capable
5
Accomplished
Minimal plans for
pre and post
assessments are
provided;
assessments do not
measure learning
goals.
The assessments
contain no criteria
for measuring
student
performance
relative to the
learning goals.
The assessment
plan fails to
demonstrate
evidence of student
assessment other
than after
instructions.
Limited knowledge
of formal/informal
assessments
Content and methods of
assessment lack
congruence with
learning goals or lack
cognitive complexity.
Some of the learning goals are
assess through the assessment
plan, but many are not
congruent with learning goals
in content and cognitive
complexity.
All learning goals are
assessed by the
assessment plan, and
provide students with
constructive feedback
on their learning.
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 learning goals.
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 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 a
limited number of modes but
do not require the integration
of knowledge, skills and
critical thinking.
The assessment plan
includes multiple
assessment modes for
performance throughout
the instructional sequence.
The assessment plan
uses formal/informal
assessments and
student’s selfassessments to assess
student performance
and effectiveness of
the instructional
sequence.
Health & Physical Education TWS Rubrics
Assessment criteria
are linked to learning
goals; accurately
documenting student
learning.
6/08
Score
Technical
Soundness
Adaptations
Based on the
Individual
Needs of
Students
Assessments are
not designed to
measure lessons
goals and
objectives; scoring
procedures are
inaccurate.
Teacher does not
address or link
assessments to
identified
contextual factors.
Assessments are not
valid; scoring
procedures are
inaccurate; items or
prompts are poorly
written; directions and
procedures are
confusing to students.
Teacher does not adapt
assessments to meet the
individual needs of
students or these
assessments are
inappropriate.
Health & Physical Education TWS Rubrics
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
Teacher makes adaptations to
assessments that are
appropriate to meet the
individual needs of some
students.
Assessments appear to be
valid; scoring procedures
are explained; most items
or prompts are clearly
written; directions and
procedures are clear to
students.
Assessments appear
to be valid and
clearly written.
Assessments data
used to document
students’ strengths as
well as opportunities
for learning.
Teacher makes adaptations Teacher’s adaptations
to assessments that are
of assessments for all
appropriate to meet the
students needs to be
individual needs of most
met. Adaptations are
students.
creative and show
evidence of
outstanding problemsolving skills by
teacher candidate.
6/08
Design for 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
Score
Indicator ↓
Unacceptable
Beginning
Developing
Capable
Accomplished
Alignment
with Learning
Goals
No lesson is
linked to
learning goal.
No learning
activities are
aligned to
learning goals.
Teacher does not
demonstrate
purpose and
Accurate
relevancy of
Representation content.
of Content
Lesson and
Unit Structure
The lessons
within the unit
do not
demonstrate
knowledge of
how content is
created and
developed.
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.
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.
The lessons within the
unit are not logically
organized
(e.g., sequenced).
Health & Physical Education TWS Rubrics
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.
Teacher’s use of
content appears to be
mostly accurate.
Shows some
awareness of the big
ideas or structure of
the discipline.
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.
All lessons are
explicitly linked to
learning goals,
demonstrating
critical thinking and
reflection in
activities and
assignments.
Teacher’s use of
content appears to be
accurate. Focus of
the content is
congruent with the
big ideas or structure
of the discipline.
Teacher provides
cross-content
approach to student
learning, stressing
depth and breadth of
content.
The lessons within the
unit have some
logical organization
and appear to be
somewhat useful in
moving students
toward achieving the
learning goals.
Most lessons within
the unit are logically
organized and appear
to be useful in
moving students
toward achieving the
learning goals.
All lessons within
the unit demonstrate
how knowledge of
content is created
and organized and
integrates knowledge
from other fields of
content.
6/08
Use of a
Variety of
Instruction,
Activities,
Assignments
and Resources
Use of
Contextual
Information
and Data to
Select
Appropriate
and Relevant
Activities,
Assignments
and Resources
Use of
Technology
A single,
instructional
modality is used
with textbook as
only reference.
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.
Instruction has
not been based
upon knowledge
of subject
matter, students
or preassessment data.
Instruction has been
designed with very
limited reference to
contextual factors and
pre-assessment data.
Activities and
assignments do not
appear productive and
appropriate for each
student.
Some instruction has
been designed with
reference to
contextual factors and
pre-assessment data.
Some activities and
assignments appear
productive and
appropriate for each
student.
Teacher does not
use technology
during
instruction.
Technology is
inappropriately used
and 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.
Health & Physical Education TWS Rubrics
Significant variety
across instruction,
activities,
assignments, and/or
resources. This
variety makes a clear
contribution to
learning.
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.
Instructional
strategic assignments
are varied to
accommodate
individual learners
and to achieve lesson
goals.
Teacher integrates
appropriate
technology that
makes a significant
contribution to
teaching and learning
or provides a strong
rationale for not using
technology.
Teacher integrates a
variety of media and
technology into
instruction and
relates both directly
to lesson goals.
All instruction
addresses the diverse
needs of individual
students and
contextual factors of
community, school
and class.
6/08
Instructional Decision-Making
Rubric
TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.
Rating →
Indicator ↓
Sound
Professional
Practice
Modifications
Based on
Analysis of
Student
Learning
Congruence
Between
Modifications
and Learning
Goals
1
Unacceptable
2
Beginning
3
Developing
4
Capable
5
Accomplished
Most instructional
decisions are
pedagogically
sound and build
on concepts and
skills previously
learned.
Appropriate
modifications of
the plan are made
to individualize
instruction.
Rational to
improve student
progress is
provided.
Instructional
decisions are
inappropriate for
age of student,
content, and
community.
Many instructional
decisions are
inappropriate and not
pedagogically sound.
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.
Fails to
demonstrate
evidence of
instructional
modifications.
Limited modifications
of the instructional
plan have been made,
to accommodate
individual learners.
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.
Inappropriate
modification in
instruction.
Modifications in
instruction lack
congruence with
learning goals.
Modifications in
instruction are
somewhat congruent
with learning goals.
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.
Modifications in
instruction are congruent
with learning goals.
Health & Physical Education TWS Rubrics
Score
Modifications in
instruction are
congruent with
learning goals
and cites current
research as the
rationale for the
modifications.
6/08
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 ↓
Clarity and
accuracy of
Presentation
Alignment
with Learning
Goals
1
Unacceptable
2
Beginning
3
Developing
4
Capable
Presentation does not
include data.
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
presentation.
Neither analysis of
student learning nor
visual representation
is aligned with
learning goals.
Analysis of student
learning is aligned
with learning goals.
Visual
representations do
not include whole
class, sub-groups or
individual students.
Interpretation is
unsupported by data
Interpretation is
inaccurate, and
conclusions are
missing.
Analysis of student
learning is general
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.
Interpretation is
technically accurate,
but conclusions are
missing or not fully
supported by data.
Interpretation
of Data
Health & Physical Education TWS Rubrics
5
Accomplished
Score
Contains no errors of
presentation.
Presentation is
communicated with
the use of technology
and media.
Analysis is fully
Analysis is thorough
aligned with learning and complete,
goals and provides a recognizing student
comprehensive
progress in
profile of student
developing content
learning for the
proficiency. Visual
whole class,
and narrative
subgroups, and two
summaries
individuals.
demonstrate the
extent of student
progress.
Interpretation is
meaningful, and
appropriate
conclusions are
drawn from the data.
Interpretation is
comprehensive.
Appropriate
conclusions are drawn
from the data.
Candidate has
detailed the
assessment and
evaluation of student
gains.
6/08
Analysis is weak and
fails to provide
subgroup achievement
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. No
remediation is
provided.
Health & Physical Education TWS Rubrics
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.
Limited remediation
is provided.
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. Remediation is
specific.
A thorough analysis
of the learning gains
of all students and
subgroups is
presented.
Remediation is
specific.
6/08
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 →
1
2
3
4
5
Score
Indicator ↓
Unacceptable
Beginning
Developing
Capable
Accomplished
Interpretation
of Student
Learning
Insights on
Effective
Instruction
and
Assessment
No evidence or
reasons provided to
support conclusions
drawn in “Analysis
of Student
Learning” section.
Provides one possible
reason as evidence to
support conclusions
drawn in Analysis of
Student Learning.
Provides evidence but
simplistic, superficial
reasons are given or
hypotheses to support
conclusions drawn in
“Analysis of Student
Learning” section.
Uses evidence to
support conclusions
drawn in “Analysis
of Student Learning”
section.
Provides no
rationale for why
some activities or
assessments were
more successful
than others. Does
not utilize the
Rationale for
activities or
assessments
presented in
confusing manner;
insights limited to
knowledge-based
instruction and use of
formal assessments.
There is limited use
of the reflective
Identifies successful
and unsuccessful
activities or
assessments and
superficially explores
reasons for their
success or lack thereof
(no use of theory or
research). Utilizes
Identifies successful
and unsuccessful
activities and
assessments and
provides plausible
reasons (based on
theory or research)
for their success or
lack thereof.
the reflective cycle
to imply changes in
teacher
performance,
student learning,
and/or instructional
goals and decisions.
Utilizes the
reflective cycle to
discuss change in
teacher
performance,
student learning,
and/or
instructional goals
and decisions.
reflective cycle to
implement change
in teacher
performance,
student learning,
and/or
instructional goals
and decisions.
cycle with
implications for
change in teacher
performance,
student learning,
and/or instructional
goals and decisions.
Health & Physical Education TWS Rubrics
Uses evidence to
support more than
four conclusions
drawn in “Analysis of
Student Learning”
section. Explores
multiple hypotheses
for why some students
did and others did not
meet learning goals.
Reflects on own
performance as a
teacher focusing on
the impact of the
experience on student
learning. Current
research findings are
incorporated as
supportive
documentation.
Utilizes the
reflective cycle to
implement change
in teacher
performance,
student learning,
and/or instructional
goals and decisions.
6/08
Alignment
Among Goals,
Instruction
and
Assessment
Implications
for Future
Teaching
Implications
for
Professional
Development
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.
Connections among
learning goals,
instructions and
assessments are
irrelevant or
inaccurate.
Connects learning
goals, instructions,
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.
Connects learning
goals, instruction and
assessment results in
the discussion of
student learning and
effective instruction.
Current research
findings are
incorporated as
supportive
documentation.
Provides no ideas
or inappropriate
ideas for
redesigning
learning goals,
instruction, and
assessment.
Provides limited
ideas for redesigning
learning goals,
instruction, and
assessment.
Rationale is
inadequate; or absent.
Provides goals that
are not related to the
insights and
experiences described
in this section. Little
evidence that future
use of ethical
guidelines and other
professional
standards related to
health and physical
education.
Provides ideas for
redesigning learning
goals, instruction,
and assessment and
explains why these
modifications would
improve student
learning.
Presents
professional learning
goals that emerge
from the insights
and experiences
descried in this
section. Strong
likelihood of the use
of ethical guidelines
and other
professional
standards related to
health and physical
education.
Provides a repertoire
of strategies, offering
specific alternative
actions complete with
probable successes for
student learning.
Provides no
professional
learning goals nor
evidence that there
will be the use of
ethical guidelines
and other
professional
standards related to
health and physical
education.
Provides ideas for
redesigning learning
goals, instruction, and
assessment but offers
no rationale for why
these changes would
improve student
learning.
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
and future use of
ethical guidelines and
other professional
standards related to
health and physical
education..
Health & Physical Education TWS Rubrics
Presents four or more
professional learning
goals that clearly
emerge from the
insights and
experiences described
in this section.
Describes at least two
specific steps to meet
these goals and a
commitment to use
ethical guidelines and
other professional
standards related to
health and physical
education.
6/08
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
Writing Mechanics
The use of standard
written English is
unsatisfactory at this
level. More than 10
errors in punctuation,
capitalization, subjectverb agreement may
exist or excessive
fragments or run-ons
may detract from the
overall content of the
writing.
The use of standard
written English needs
attention. More than 9
errors in punctuation,
capitalization, subjectverb agreement may
exist or 2 or more
fragments or run-ons
may exist.
The use of standard
written English is
adequate with no more
than 8 errors in
punctuation,
capitalization, subjectverb agreement may
exist or 1 or more
fragments or run-ons
may exist.
The use of standard
written English is
good with no more
than 5 errors.
The use of standard
written English is
outstanding with no
more than 2 errors in
punctuation,
capitalization, subjectverb agreement may
exist. No fragments or
run-ons may exist
Syntax
Syntax and word choice
may be unsatisfactory,
or the writing may lack
cohesion.
Syntax and word
choice may need
attention, or the
writing may lack
cohesion.
Syntax and word
choice are satisfactory,
and the writing is
cohesive.
Syntax and word
choice are
appropriate, and the
writing is cohesive.
Syntax and word choice
are clearly superior, and
the writing is very
cohesive.
Trait
Health & Physical Education TWS Rubrics
5
Accomplished
6/08