Philosophy of Curriculum Rubric
Definition of Curriculum
5
4
Clear & detailed definitions
Clear& detailed
of curriculum are provided
definitions of
from a personal and
curriculum are
literature based perspective provided from a
and supported by research
personal
(citations included).
perspective and
Connections/links are made from a literaturebetween personal definition based perspective.
and literature-based
Definitions
definition. Definitions
demonstrate
demonstrate significant
significant growth
growth from initial draft.
from initial draft.
Responses to Question Prompts
5
4
Responded to all of the
Responded to all of
question prompts with detail the question
(analysis and reflection).
prompts with detail
Demonstrates significant
(analysis and
growth from the original
reflection).
draft statement. Includes
Demonstrates
citations from the literature- significant growth
base to support statements
from the original
(at least one per question
draft statement.
response). Demonstrates
Includes some
analysis and synthesis of
citations from the
knowledge explored and
literature-base to
gained through the course
support statements.
(i.e. readings, activities,
discussions).
Formatting/Structure
5
4
Meets or exceeds the
Meets most of the
formatting requirements per formatting
the syllabus (3-5 pages in
requirements per
length, double-spaced,
the syllabus (3-5
typed, one-inch margins,
pages in length,
free of grammatical and
double-spaced,
spelling errors) with no
typed, one-inch
errors. Includes a reference
margins, free of
list using APA or MLA format grammatical and
with 6 or more references).
spelling errors).
Minimal errors are
evident. Includes a
reference list using
APA or MLA format
with more than 5
references.
Curriculum Stance
5
4
3
Definitions of
curriculum provided
(both personal and
literature based).
Definitions
demonstrate some
growth from initial
draft.
2
Definition of
curriculum
(personal) provided.
Definitions
demonstrate
minimal growth
from initial draft.
0-1
Definition of
curriculum not
provided.
3
Responded to all of
the question
prompts with detail
(analysis and
reflection).
Demonstrates some
growth from the
initial draft.
2
Responded to all of
the question
prompts with some
detail (analysis and
reflection).
Demonstrates
minimal growth
from the initial
draft.
0-1
Responded to all of
the question
prompts but with
limited detail
(analysis and
reflection). Does
not demonstrate
growth from initial
draft.
3
Meets some of the
formatting
requirements per
the syllabus (3-5
pages in length,
double-spaced,
typed, one-inch
margins, free of
grammatical and
spelling errors).
Some errors are
evident. Includes a
reference list using
APA or MLA format.
2
Meets some of the
formatting
requirements per
the syllabus (3-5
pages in length,
double-spaced,
typed, one-inch
margins, free of
grammatical and
spelling errors).
Multiple errors are
evident.
0-1
Does not meet the
formatting
requirements per
the syllabus (3-5
pages in length,
double-spaced,
typed, one-inch
margins, free of
grammatical and
spelling errors).
Deviation from
required format and
number of errors is
significant.
3
2
0-1
Articulates a clear stance on
curriculum (the purpose,
design, and assessment of
learning experiences for
students in their classrooms)
and reflects significant
analysis and synthesis of
information presented in the
course (i.e. texts, other
readings and resources,
activities, etc.) supported by
the literature base. (includes
citations strategically
throughout the paper and
cited in the resources).
Demonstrates significant
growth from initial draft.
Presentation
5
Presented philosophy
statement within the
timeframe allowed and
addressed all of the
presentation points.
Provided a hand out (power
point or outline) to support
presentation. Articulated
areas of growth/change in
philosophy and
demonstrated
reflection/synthesis of
knowledge
explored/gained/understood
from the course.
Articulates a stance
on curriculum (the
purpose, design,
and assessment of
learning
experiences for
students in their
classrooms) and
reflects significant
analysis and
synthesis of
information
presented in the
course (i.e. texts,
other readings and
resources, activities,
etc.) Demonstrates
growth from initial
draft.
Articulates a stance
on curriculum and
reflects some
analysis and
synthesis of
information
presented in the
course (i.e. texts,
other readings and
resources, activities,
etc.) Demonstrates
some growth from
initial draft.
Articulates a stance
on curriculum.
Personal position
related to
curriculum is stated
in minimal detail.
Does not reflect
analysis and
synthesis of
information
presented in the
course (i.e. texts,
other readings and
resources, activities,
etc.) Demonstrates
minimal growth
from initial draft.
Does not articulate
a stance on
curriculum.
4
3
2
0-1
Presented
philosophy
statement within
the timeframe
allowed and
addressed all of the
presentation points.
Articulated areas of
growth.
Presented
philosophy
statement within
the timeframe
allowed and
addressed most of
the presentation
points.
Presented
philosophy
statement within
the timeframe
allowed and
addressed some of
the presentation
points.
Presented
philosophy
statement.