RDG 384 Case Study (RUBRIC) (40 points MAX)
Rating
Indicator
5
4
3
Exemplary Mechanics
Effective Mechanics
Adequate Mechanics
Limited Mechanics
2
 May have minor
errors
 Punctuation
 Capitalization
 Spelling
 Needs little or no
editing
Exemplary Sentence
Structure
 Few errors
 Punctuation
 Capitalization
 Spelling
 Needs some
editing
 Some errors
 Punctuation
 Capitalization
 Spelling
 Needs editing but
doesn’t impede
readability
 Frequent errors
 Punctuation
 Capitalization
 Spelling
 Begins to impede
readability
Effective Sentence
Structure
Adequate Sentence
Structure
Limited Sentence
Structure
 Sophisticated and
well controlled
sentences
 Sentence variation
(simple, compound,
complex, compoundcomplex)
 All sentences sound
natural and are easy
on-the-ear when read
aloud. Each sentence
is clear and has an
obvious emphasis
 Complete and correct
sentences
 Sentence variation
(simple, compound,
complex, compoundcomplex)
 Almost all sentences
sound natural and are
easy-on-the-ear when
read aloud
 Complete and correct
sentences
 Sentence variation
(simple, compound,
complex, compoundcomplex)(errors in
more complex
sentence structure do
not detract)
 Most sentences sound
natural and are easy
on-the-ear when read
aloud
 Minor errors in
sentence structure
 Limited sentence
variation (simple,
compound, complex,
compound-complex)
(errors in more complex
sentence structure begin
to detract)
 Sentences are difficult
to read aloud because
they sound awkward,
are distractingly
repetitive, or difficult to
understand
Application of Informal
Assessment Tools:
Exemplary Informal
Reading Assessment
Effective Informal
Reading Assessment
Adequate Informal
Reading Assessment
Pre-service teacher
effectively uses informal
reading assessments
(e.g., miscue analysis,
phonics use assessment,
graded words lists,
and/or graded reading
passages) to
individualize and develop
appropriate instruction
for a student based on
the results obtained.
 Required informal
reading assessments
were utilized correctly
 The purpose of each
assessment was
communicated well
 Results fit the
implications well
 Required informal
reading assessments
were utilized correctly
 The purpose of each
assessment was
communicated well,
and almost all critical
elements were
communicated
 Results fit the
implications well
 Required informal
reading assessments
were utilized correctly
 The purpose of each
assessment was
communicated well,
and most critical
elements were
communicated
 Results fit the
implications well
WIC-MECHANICS ONLY:
(EDITING)
Pre-service teacher uses
standard English syntax
to communicate with
parents and colleagues.
WIC- SENTENCE
STRUCTURE &
SENTENCE FLUENCY
(REVISION & EDITING)
Pre-service teacher uses
standard English syntax
to communicate with
parents and colleagues.
Page |1
1
Minimal
Mechanics/Minimal
Response
 Consistent errors
 Punctuation
 Capitalization
 Spelling
 Impedes readability
Minimal Sentence
Structure/Minimal
Response
0
Inadequate Mechanics
 Serious and consistent
errors
 Punctuation
 Capitalization
 Spelling
 Impedes understanding/
communication
Inadequate Sentence
Structure
 Contains fragments
and/or run-ons
 Minimal sentence
variation (simple,
compound, complex,
compound complex)
(errors in sentence
structure detract)
 Sentences are difficult
to understand and are
awkward
 Contains numerous
fragments and/or runons
 Little or no sentence
variation (simple,
compound, complex,
compound-complex)
(errors in sentence
structure detract)
 Numerous sentences
are difficult to
understand and are
awkward
Limited Informal Reading
Assessment
Minimal Informal
Reading Assessment
Inadequate Informal
Reading Assessment
 Required informal
reading assessments
were utilized correctly
 The purpose of each
assessment was
communicated well, but
most of the critical
elements were not
communicated
 Results fit the
implications well
 Required informal
reading assessments
were utilized correctly
 The purpose of each
assessment was
communicated well, but
almost all of the critical
elements were not
communicated
 Some of the results fit
the implications well
 Not all of the required
informal reading
assessments were
utilized correctly
 The purpose of each
assessment was
communicated well, but
numerous critical
elements were missing
in one or more of the
assessments
 The results did not fit the
implications well
RDG 384 Case Study (RUBRIC) (40 points MAX)
Pre-service teacher
follows format
assigned for case
study.
Pre-service teacher
uses professional
academic language.
Page |2
Pre-service follows
100% of the
requirements for the
format and
organization of the
product
Pre-service teacher
follows almost all of
the requirements for
the format and
organization of the
product
Pre-service teacher
follows most of the
requirements for the
format and
organization of the
product
Pre-service teacher
follows some of the
requirements for the
format and organization
of the product
Pre-service teacher
follows few of the
requirements for the
format and organization
of the product
Pre-service teacher did
not meet numerous
requirements for the
format and organization
of the product
Pre-service uses
professional and
academic language
100% of the time
Pre-service teacher
uses professional and
academic language
almost all of the time
Pre-service teacher
uses professional and
academic language
most of the time
Pre-service teacher uses
professional and
academic language
some of the time
Pre-service teacher
seldom uses
professional and
academic language
Pre-service teacher did
not use professional
and academic language
well
SCORING FORMULA:[(TOTAL POINTS=25 points/5=AVERAGE of 5) X 8]=40 MAXIMUM POINTS ACHIEVABLE
WIC elements COPIED FROM THESE ORIGINAL WORKS: (USED FOR EDUCATIONAL PURPOSES AS REQUIRED)
http://www.sites4teachers.com/links/redirect.php?url=http://www.readwritethink.org/lesson_images/lesson398/rubric-essay2.pdf and
http://wvde.state.wv.us/teach21/writingrubrics/
NOTES: