Rubric for Evaluating Portfolio To be completed by faculty supervisor The rating for the final portfolio will be the following: 0 Unsatisfactory 1 Basic 2 Proficient 3 Distinguished (a) Materials missing, (b) Disorganized, (c) Evidence of poor performance, (d) Incomplete logs - not documenting hours, basic requirements, and supervision (a) Materials incomplete, (b) Questionable organization or appearance, (c) Written communication is unclear, (d) Content lacks some information (a) Materials generally complete, (b) Professional appearance and organization, (c) Clearly written, (d) Appropriate and sufficient content and documentation (a) Materials complete, (b) Exceptional appearance and organization, (c) Well written and clearly documented, (d) Complete and detailed contents Each domain will be evaluated with the following rubric. Domains Rubric: Assessment Criteria 0 Unsatisfactory 1 Basic 2 Proficient 3 Distinguished Artifact None submitted Submitted Submitted Submitted Rationale or justification for artifact(s) No rationale is included or the rationale provided is judged as having no connection to knowledge, dispositions, or performance of the domain. Rationale is included but connection to the knowledge, dispositions, or performance indicators of the domain is unclear to the reviewer. Rationale provides a general connection to the knowledge, dispositions, or performance indicators of the domain. Rationale represents domain and is presented so that is a clear connection to the knowledge, dispositions, or performance indicators of the domain. Reflective Statements No reflective statement presented Student writing lacks independent and original thought or expression of personal tone. Student writes in a personal tone that is somewhat reflective of independent and original thought. Student writes in a personal tone that is reflective of independent and original thought.
Example: Intern Goal Setting Goal Plan for: ___________________________________ Date: __________ Objective Activities Indications of Success Projected date of completion 1.0 Demonstrate proficiency in using the problem solving process to respond to student, teacher, and parent concerns about student’s learning or behavior. With your supervisor, identify a student which has behavioral or academic concerns. Complete the problem solving process worksheet with your supervisor and professionals or parents as is appropriate. Review of problem problem-solving process in your journal. Record feedback from supervisor in journal. Record personal observations of process in your journal. Include problem-solving process worksheet in your portfolio. March 10, 2017 1.1 Demonstrate proficiency maintaining the problem-solving process through initial intervention, assessment, and monitoring interventions. Maintain progress assessment plans, and intervention summaries which document the effectiveness of intervention and assessment. Progress notes. Reflections in journal. March 10. 2017 1.2 Demonstrate proficiency in administering standardized tests Observe supervisor administer WISC Observe professional administer a measure of academic performance Notes in internship log Discussion with supervisor December 15, 2016 Co-score standardized tests (list specific tests) with supervisor or other professional Protocols from activity 1.3 Demonstrate proficiency in qualitatively reviewing assessment procedures After co-scoring protocols discuss with supervisor the significance of test results Record highlights of discussion in journal December 15, 2016 Read two psychological reports and evaluate the usefulness of the information in developing interventions and informing the reader about quantitative results Report reactions in journal Draft a psychological report that contains qualitative information about assessment procedures Psychological report 1.4 Demonstrate proficiency in developing interventions from assessment Develop interventions based on assessment. Write recommendations based on assessment. Recommendations have evidence of efficacy and efficiency. December 15, 2016 Have a peer review recommendations and incorporate appropriate feedback into report Peer notes and second draft of report. Draft a psychological report and submit to instructor for review draft of a psychological report that presents assessment data which leads to effective and efficient interventions. Demonstrate Competency in Decision-Making and Accountability
NASP CASE STUDY RUBRIC Practicum and Intern Guidelines for Evaluating Case Study Patterned after the NASP Case Study Rubric: NCSP Case Study Rubric Very Effective Effective Development Problem Identification Problem Identification 1.1 The student’s behavior is defined in the context of appropriate grade and/or peer expectations, e.g., local norms The student’s behavior is operationally defined The student’s behavior is identified but not operationally defined Problem Identification 1.2 The problem is collaboratively defined -- The problem is not collaboratively defined Problem Identification 1.3 The discrepancy between current and desired level of performance is explained The behavior is operationally defined or quantified in terms of both current and desired levels of performance The behavior is not operationally defined in of both current and desired levels of performance Problem Identification 1.4 Baseline includes the student behavior and peer/grade norms and expectations with computed trend lines A baseline for the student behavior is established using sufficient data A baseline for the student behavior is not established or has insufficient data Problem Identification 1.5 The student behavior is identified as a skill and/or performance deficit -- The student behavior is not identified as a skill and/or performance deficit Problem Identification 1.6 Parents/guardians and teachers are involved in the problem-identification process -- Parents/guardians and teachers are not involved in the process Problem Analysis Problem Analysis 2.1 Hypotheses are generated through collaboration with teacher and/or parent One or more hypotheses are developed to identify the functions that the behavior serves and/or the conditions under which the behavior is occurring or has developed in two or more of the following areas: child factors, curriculum, peers, teacher, classroom, home Hypotheses are not developed, hypotheses are developed in only one area and/or hypotheses are not measurable identification