EDUC 300:
Philosophy of Education Rubric
Name: ___________________________________________
Targets
Purpose of
Education
Unacceptable: 0 points
No attempt to connect beliefs to
educational literature; minimal or
no historical connection provided;
vague or limited connections to
personal experiences
Developing: 1-2 points
Minimal focus on educational
literature (e.g., philosophies of
education) that impacts beliefs;
loosely related connections to
personal experiences and/or
historical events that support belief
system; few, if any sources
Acceptable: 3-4 points
Clear connections to personal
experiences; beliefs are clearly
connected to educational literature
(e.g., philosophies of education),
but lack specific examples; has
some evidence to show historical
understanding of these beliefs
Curriculum:
What should be
taught and why
Difficult to determine curriculum
focus; unclear or missing student
examples
Minimal development of ideas
describing curriculum in selected
field; examples of ways to assist
students from diverse backgrounds
are vague; hard to determine type
of diversity
Provides general summary of
curriculum focus with some
connections to skills and
knowledge; notes general
examples of ways to assist students
from diverse backgrounds; limited
discussion
Nature of
Learner
Ideas don’t address learner
responsibilities; missing
components
Minimal focus on learner
responsibilities; limited discussion
on student relationships with
others; vague examples
Provides general overview of
learner responsibilities; includes
examples of how students should
interact in the school environment,
but lacks specific connections to
each party—peers, teachers, and
administrators; general support for
ideas
Teaching
Methods
Missing or limited discussion of
classroom environment; no
connections to research on
effective schools
Difficult to envision classroom
environment; general discussion
missing some required aspects
Provides the reader with a general
understanding of the learning
environment; limited connections
to research on effective schools
Role of Teacher
Missing or poorly described
summary of teacher interactions;
unclear or inappropriate examples
Description provides minimal
summary of teacher interactions
with others; values or summary
statement are missing or poorly
developed
Provides a general overview of
teacher relationships with others;
doesn’t include specific examples
with each party; some values are
noted
Excellent: 5 points
Thoughtful, relevant connection to
personal experiences; grounds
beliefs in educational literature
(e.g., philosophies of education);
strong understanding of historical
events that impacted these
educational beliefs with ample
examples/sources to support ideas
Provides clear, specific summary
of curriculum focus including
skills and knowledge for welleducated individuals; includes
appropriate, clear examples of
ways to assist students from
diverse backgrounds; consistent,
thoughtful discussion
Makes a clear, consistent argument
for learner responsibilities;
provides several appropriate and
specific examples of how students
should interact in the school
environment with peers, teachers,
& administrators; consistent
support for ideas is evident
Enables the reader to clearly
envision the learning environment
with specific examples; makes
important links to research on
effective schools
Outlines brief, specific,
appropriate i.e. of relationships
teacher should have with
administrators, teachers, guardians,
and students; overarching values
clearly noted; align with described
teacher relationships with others.
Points
Targets
Self-Reflection:
Ongoing
Professional
Development
Unacceptable: 0 points
Limited or missing professional
goals; vague discussion; no clear
connection to belief system
Developing: 1-2 points
Some professional goals are
evident; the 3 areas of start, stop
and continue blend together;
difficult to discern meaning;
limited connections to belief
system
Acceptable: 3-4 points
Provides general goals for
professional development
including what he/she will start,
stop, and continue to do to better
realize his/her educational beliefs;
ideas relate to belief system, but
lack specifics
Conventions
Numerous errors in sentence
structure, punctuation and
capitalization as well as incorrectly
spelled words. Paragraphs lack
organization.
Three to five errors in sentence
structure; four to six errors in
punctuation, capitalization and
spelling. A few paragraphs lack
appropriate organization.
Sentences are complete with few
grammatical errors; three or fewer
errors in punctuation,
capitalizations and spelling.
Paragraphing is correct.
Excellent: 5 points
Clearly describes specific goals for
professional development
including what he/she will start,
stop, and continue to do to better
realize his/her educational beliefs;
suggestions match philosophical
beliefs and are specific to the
individual
Sentences are complete and fluent;
no errors in punctuation,
capitalization or spelling;
paragraphing aids in the
communication of position
Comments:
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Point Scale
A= 34-35, A- =32-33
B+ = 30-31 B= 28-29 B- =26-27
C+ = 24-25 C = 21-23 C- = 19-20
D= 17-18