Midterm capstone rubric spring 2017
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This document outlines rubrics for evaluating a teacher's lesson plan and reflection. It contains 5 rubrics that assess different aspects of lesson planning and instruction, including the teacher's knowledge of students, learning objectives, instructional strategies, formative assessment, quality of materials, and ability to reflect on lesson effectiveness. Each rubric has 4 levels of performance from limited (Level 1) to extensive (Level 4). The rubrics provide detailed descriptions of the knowledge and skills expected at each level of performance.
Midterm capstone rubric spring 2017
- 1. 1 Rubric 1 Background Information 1. What does the evidence indicate about the teacher’s understanding of the students’ knowledge and skills, special needs, interests, and ethnic identities? Level 1 The evidence indicates that the teacher has a minimal or inaccurate understanding of his/her class and the potential needs for differentiation. The teacher does not provide all requested information. Level 2 The evidence indicates that the teacher has a partial understanding of his/her class and the potential needs for differentiation. The teacher provides all requested information. Level 3 The evidence indicates that the teacher has a solid understanding of his/her class and the potential needs for differentiation. The teacher provides all requested information. In addition to the required information, more in depth information is provided about at least one differentiator such as knowledge, skills, interests, special needs, language and/or ethnic identities. Level 4 The evidence indicates that the teacher has a solid understanding of his/her class and the potential needs for differentiation. In addition to the required information, additional reference is made to multiple differentiators such as knowledge, skills, interests, special needs, language and/or ethnic identities. Rubric 2 A Quality of Learning Objectives 2 A: What does the evidence indicate about the quality of the teacher’s stated learning objectives? Level 1 The learning objectives as a whole are characterized by: • lack of connection to content standards and/or ELD standards Level 2 The learning objectives as a whole are characterized by: • vague and unclear connection to content standards and/or ELD standards Level 3 The learning objectives as a whole are characterized by: • generally clear connection to content standards and ELD standards. Level 4 The learning objectives as a whole are characterized by: • full alignment with content standards and ELD standards. Rubric 2 B Teacher’s Knowledge of Content 2 B: What does the evidence indicate about the depth of the teacher’s knowledge of the content? Level 1 The teacher displays the following: • little depth of content knowledge • little understanding of prerequisite knowledge important to student learning of the content Level 2 The teacher displays the following: • familiarity with the important concepts in the discipline but little to no knowledge of how these concepts are related to one another • some awareness of prerequisite knowledge important to student learning of the content Level 3 The teacher displays the following: • accurate understanding of important concepts in the discipline and how these relate to one another • accurate understanding of prerequisite relationships among topics Level 4 The teacher displays the following: • extensive knowledge of the important concepts in the discipline and how these relate to one another • understanding of prerequisite relationships among topics and concepts and necessary cognitive structures that ensure student understanding.
- 2. 2 Rubric 3 A Teacher’s Knowledge of Planning for Instruction & Quality of Learning Activities 3 A What does the evidence indicate about lesson design and the quality of learning activities planned by the teacher? Level 1 The lesson plan addresses few of the following components. • Learning Goal (Objective) • Engagement Activity • Learning Experiences • Questions • Differentiation • Assessment The instructional strategies and learning activities are characterized by most or all of the following: • poor alignment with the learning objectives • limited cognitive challenge to engage students in active intellectual activity • lack of differentiation • lack of support by selected resources, including, but not limited to, technology Level 2 The lesson plan addresses some of the following components: • Learning Goal (Objective) • Engagement Activity • Learning Experiences • Questions • Differentiation • Assessment The instructional strategies and learning activities are characterized by most or all of the following: • partial alignment with the learning objectives • moderate cognitive challenge • lack of differentiation • partial support by selected resources, including, but not limited to, technology Level 3 The lesson plan addresses most of the following components: • Learning Goal (Objective) • Engagement Activity • Learning Experiences • Questions • Differentiation • Assessment The instructional strategies and learning activities are characterized by most or all of the following: • alignment with the learning objectives • examples of significant cognitive challenge • differentiation for different groups of students • support by selected resources, including, but not limited to technology Level 4 The lesson plan addresses all of the following components: • Learning Goal (Objective) • Engagement Activity • Learning Experiences • Questions • Differentiation • Assessment The instructional strategies and learning activities are characterized by most or all of the following: • alignment with the learning objectives • consistent significant cognitive challenge • differentiation as needed, for individual learners • full support by selected resources, including, but not limited to, technology Rubric 3 B Plan for Using Formative Assessment 3 B: What does the evidence indicate about the teacher’s plan for using assessments to monitor learning objectives? Level 1 The teacher has no plan to incorporate formative assessment in the lesson or articulates a plan that does not address the stated learning objectives. Level 2 The teacher’s plan for using formative assessment is general, and addresses only some of the stated learning objectives. Level 3 The teacher’s plan for using formative assessment is detailed and includes specific approaches to be used in assessing most learning objectives. Level 4 The teacher’s plan for using formative assessment includes assessment strategies that evaluate all learning objectives and teacher use of the assessment information.
- 3. 3 Rubric 4 Quality of Instructional Evidence 4: What does the evidence indicate about the quality of the activities, materials, and tasks for student use, and their support of the learning objectives? Level 1 • The materials and tasks are minimally or not at all aligned with the learning objectives. • Instructional activities require students only to recall information. Level 2 • The materials and tasks are partially aligned with learning objectives. • Instructional activities primarily require students to recall information, but include some indication that students must comprehend and explain that information as well. Level 3 • The materials and tasks are mostly aligned with learning objectives. • Instructional activities require students to go beyond recalling information, asking them to analyze it or apply it in other contexts. • Level 4 • The materials and tasks are well aligned with learning objectives, and work to deepen student understanding. • Instructional activities require students to evaluate quality, synthesize information from multiple sources, draw conclusions, make generalizations, and/or produce arguments. Rubric 5 Overall Lesson Reflection 5: What does the evidence indicate about the teacher’s ability to accurately evaluate the lesson, using the evidence, and to suggest specific alternative for improvement? Level 1 • The teacher cannot accurately evaluate the lesson. • The teacher does not know whether the lesson was effective or if it achieved its expected learning objectives. Or • The teacher profoundly misjudges the success of a lesson. The teacher makes no relevant or actionable suggestions for how the lesson could be improved. Level 2 • The teacher draws a partly accurate conclusion or conclusions about the extent to which learning objectives were met. • The teacher shows limited awareness of the evidence for the relative effectiveness of instructional strategies in the lesson. • The teacher makes general or surface-level suggestions about how the lesson could be improved but does not explain why these suggestions might be effective or offers only a vague explanation of their potential effectiveness. Level 3 • The teacher draws accurate conclusions about the extent to which learning objectives were met, and can cite general references to support those conclusions. • The teacher offers some specific suggestions for alternative instructional strategies to improve the lesson and explains why they are likely to be effective. Level 4 • The teacher draws accurate conclusions about the extent to which learning objectives were met, citing specific examples from the lesson and provided evidence to support a judgment that draws clear distinctions about effectiveness of strategies. • The teacher offers a convincing rationale for either keeping the lesson the same or adding alternative instructional strategies to improve the lesson.