knowledge. 5. Assessment Tool Comprehensive Examination on Content Knowledge Elementary Education Name: ____________________________ Major: _____________Advisor:_________ Scoring Guide for Elementary Education Comprehensive Examination Section A: Std. 2.1 English Language Arts 18-19 20-22 23-25 Reading 1, 2, 3, 6,7,8,10,11,12,13,15,17,19 Writing 9 .16, 18, 20 Oral Language 1,2,5,14 Knowledge of literary ele. 21, 22, 23, 24, 25 Section B: Std. 2.2 Science 10-11 12-13 14-15 Physical 1,9,10,12,13 Life 2,3,4,7,15 Earth and Space 5,6,8,11,14 Section C: Std. 2.3 Mathematics 10-11 12-13 14-15 Measurement and Number System 1,2,3,4, Geometry 8,10,11,12 Algebra , Statistics & Probability, 6,7,13,14 Problem Solving, & Data 5,9,15 Section D: Std. 2.4 Social Studies 10-11 12-13 14-15 History, 3,4,5,6,7,9,10 Geography 1,2, Social Science 4,11,8 Section E: Std. 2.5 – The Arts 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 7 8-9 10 Section F: Std. 2.6 – Health Education 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 7 8-9 10 Section G: Std. 2.7 – Physical Education 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 7 8-9 10 OVERALL PERCENT Note: Many resources were used for the development of this examination including: Davis, A. O., (2007). Praxis Elementary Education by research & Education Association Thomas G. Gunning (2008). Instructor’s Manual, Resource masters, and Test Bank for Creating Literacy Instruction for All Students, 6th Ed. Allyn and Bacon. Section A: Standard 2.1 Reading:
Elementary Education Content Unit Rubric for Science Standards Components of Standards Approaches(1) Meets(2) Exceeds(3) Overview and Resource Identification Unit Overview: Explanation of units to include grade level, topics, standards, objectives, advance setup information. Explain how you will make students aware of the history and nature of science. Elements missing or incomplete. Components not logically related. All elements included and complete. Nearly all objectives selected are appropriate. All components relate logically and support one another. Highly appropriate objectives. Resource Identification (a)Texts (b)Bulletin Board or Display Table (c) Community agency- science center, etc. (Standards 1, 2.1, 2.2, 3.2) Insufficient number and variety of texts, or irrelevant or inappropriate. Sufficient number, age and variety including texts students can read independently. Well-chosen engaging texts. Large selection, especially creative or thoughtful. Instructional Components Instructional Components 1.Multiple Instructional Techniques are evident Throughout all of the units to include conducting science investigations and gathering data (Standards 3.3,3.5). 2. There are hands-on activities to engage students in science inquiry process using tools (Standards 3.1,3.4). 3. All lessons have accommodations for diverse learners and assess using diverse data collection (Standard 3.2). 4. Lessons make use of reading, writing, listening, speaking, and thinking as connections to learning and thinking critically and logically about science (Standard 2.1). 5. At least one (1) lesson makes use of technology (Standard 2.2). 6. Science disciplines 1) systems, order, and organization, 2) evidence, models and explanations, 3) change, constancy and Instructional components are age appropriate and somewhat integrated. Most are logical and benefit the student. Some components could have been better aligned with the topic. Some accommodations for diverse learners are evident All instructional components are age appropriate and integrated into lessons in ways that are logical and benefit student learning. Accommodations for diverse learners appear in all lessons and activities. All instructional components are age appropriate and seamlessly integrated into lessons that enhance the lesson and are logical and benefit student learning. Accommodations for diverse learners appear in all lessons and activities.
Professionalism and Advocacy Letter to Parents Candidates involve families as partners in supporting the school both inside and outside the classroom. Missing or poorly written. Does not explain unit or give suggestions for supplementary activities at home. Letter is written in acceptable Standard English with no significant mechanical errors, explains unit, and gives on target suggestions for home activities. Exceptionally error-free letter. Outstanding explanation of unit for target audience. Outstanding suggestions for home involvement. Overall coherence and age appropriateness (Standards 1, 3) Missing components or not age/grade appropriate. Or appears as independent lessons than a coherent whole. Lessons and activities appropriate for age/grade Components work together well. Expert selection of activities to form a coherent whole appropriate for age/grade. Social Studies Based on the unit plans in social studies submitted between 2011-2012 and 2012-2013, which include the Arts and Physical Education, the majority of candidates in the CAS Elementary Education program met the standards (13 candidates).
Lesson Plan 6 Social Studies and Physical Education Candidates know, understand, and use – as appropriate to their own understanding and skills – human movement and physical activity as central elements to foster active, healthy life styles and enhance quality of life for elementary students. (Standards 2.4,2.7) Overview and anticipatory set provides a logical, believable explanation for why the objective is being taught. Content is correct and appropriate. Instruction and practice are clear, and independent practice is linked to instruction. Assessment and accommodations are appropriate. Instructional component present. (Standards 2.4) Missing components or failure in linkage or lesson as written appears In addition to above, at least one (1) objective is written to: one (1) for each content of the lesson. All required components included and linked properly to the objective chosen supports the objective In addition to above, at least two (2) appropriate objectives are written to: one (1) for each content of the lesson. Exceptionally engaging activity and/or powerful method of attaining the objectives. Elegant integration of content areas In addition at least two (2) appropriate objectives are written one (1)for each content of the lesson. Assessment There are obvious formal and informal assessments during the unit. There are pre and post assessment to assist in determining impact on student learning. There will be also be ongoing performance assessment with the integrated activities. Assessments will also be adapted for diverse learners. Standard 4 Copies of assessments Or rational for their selection or rubrics not included OR but significantly Assessments, rubrics, and rationale included; mostly appropriate Exceptionally strong assessments; evidence of adaptations for multiple learning styles / special needs Letter to Parents Missing or poorly written. Does not explain unit or give suggestions for supplementary activities at home. Letter is written in acceptable Standard English with no significant mechanical errors, explains unit, gives on target suggestions for home activities. Exceptionally error-free letter. Outstanding explanation of unit for target audience. Outstanding suggestions for home involvement. Overall coherence and age appropriateness. (Standards 1, 3) Missing components or not age/grade appropriate or appears as independent lessons Lessons and activities appropriate for age/grade Components work together well Expert selection of activities to form a coherent whole appropriate for age/grade. An interpretation of how the data provide evidence for meeting standards.
Principle 2: The teacher intern understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. ACEI Standards 1 Level of Performance Unsatisfactory (0) Basic (1) Proficient (2) Distinguished (3) Developmental Characteristics of Students Displays minimal or no knowledge of developmental characteristics of age groups, and/or uses inappropriate activities and assignments Designs some activities and assignments in a developmentally appropriate way Assesses individual and group performance in order to design instruction that meets learners’ needs (cognitive, social, emotional, and physical) Learners are engaged in activities to stimulate their thinking, test/ideas. Materials, and assume responsibility for shaping their learning tasks (brainstorming, choice activities, opinions/feelings, discussion etc...) Activates Prior Knowledge and Experiences Displays little understanding of prerequisite knowledge important for student learning and fails to activate prior knowledge. Does demonstrate some awareness of the importance of prerequisite knowledge; however, is inconsistent in activating students’ prior knowledge. Consistently helps students make connections between current content and their own background and experiences. Lessons include deliberate opportunities for students to discover the connections between current content and life experiences. Students see the purpose and the “big picture”. Comments: Principle 2: The teacher intern understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. Keys to Levels on the Rubric: U = Unsatisfactory; B = Basic; P = Proficient; D = Distinguished* Rationale & Support Element Week # Week # Week # Week # Developmental Characteristics of Students Level _____ Level _______ Level _______ Level _______
Activates Prior Knowledge and Experiences Level _____ Level _______ Level _______ Level _______ *Descriptions at the distinguished level may not be appropriate for some setting Principle #3: The teacher intern understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. ACEI Standards 3 Level of Performance Unsatisfactory (0) Basic (1) Proficient (2) Distinguished (3) Teaching to Individual Learning Abilities Is unaware of individual learning abilities a all student receive same delivery of instruction and assignment regardless of difference Is aware of the need for adaptations in assignments, time allowed, response modes, etc., and occasionally accommodates these needs for different learners Demonstrates awareness that lesson plans take into account the needs of various learners. Appropriate adaptations are a routine part of planning and delivery Articulates clearly individual student goals and expectations, Individualized instruction allows for most students to succeed and be challenged. Selection of Resources to Meet Range of Individual Needs: Special Education to Gifted Uses or seeks no additional resources or supplemental materials for students with individual needs Has limited knowledge of additional resources and attempts to meet the individual needs of some students (i.e., or gifted) by assessing resources. Routinely utilizes supplemental materials and outside resources with students at both ends of the learning curve. Actively seeks out resources from the community or professional organizations and utilized these sources and materials for the benefit of varied learners. Expectations for Learning and Achievement Conveys only modest expectations for student achievement through instructional Conveys consistent expectations for student achievement Appropriately challenges students by presenting Expects students to challenge themselves by providing opportunities for
Principle #4: The teacher intern understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. ACEI Standards 3 Level of Performance Unsatisfactory (0) Basic (1) Proficient (2) Distinguished (3) Selecting Resources for General Instruction Utilizes materials from a teacher’s guide only. Book content is read and discussed with no outside materials or resources Displays limited awareness and/or use of resources available or does not take initiative to obtain materials. Occasionally uses supplemental materials Routinely seeks out multiple resources for teaching, selecting those most appropriate for comprehensiveness and accuracy. Makes a deliberate attempt to allow for multiple ways of learning Seeks out and uses resources from professional organizations or through community speakers study trips, commercial materials, etc. These resources are not just: “add on” Best Practices: Multiple Teaching Strategies, Active Learning, Modeling Relies mostly on direct instruction/lecture method and giving assignments. Students are passive learners. No modeling. Written plans and delivery of instruction show evidence of more than one strategy within a lesson and a variety of approached over time. Students are actively engaged for at least one half of lesson. Some evident of modeling. Written instructional strategies are effectively incorporated in each lesson based on subject matter and needs of students. Students are actively involved in problem solving and critical thinking with peers in small and large groups when appropriate. Facilities inquiry through carefully planned lessons and involving students at the planning stage. Most students are actively engaged in questioning concepts, developing learning strategies, and problem solving. Motivation is evident. Student Teacher Role in Instructional Process Primarily serves as “giver of information” in an authoritarian mode of instruction. Occasionally facilitates small groups but steps in to problem solve for students Role varies depending on student activities. Expects students to self-direct and problems solve as needed. Facilitates learning. Demonstrates multiple roles as needed. Students are actively engaged and self-directed, seeking resources, and collaborating with others. Comments:
Standards 1 Unsatisfactory (0) Basic (1) Proficient (2) Distinguished (3) Management of Transitions Much time is lost during transitions. May be unaware of lost time, dos not plan for transitions. Transitions are sporadically efficient, resulting in some loss of instructional time. Transitions occur smoothly with little loss of instructional time. Specific procedures are taught and used effectively. Transitions are seamless with students assuming some responsibility for efficient operation. Management of Time and Materials Time and materials are inefficiently handled, resulting in loss of instructional time. Time and materials are handled moderately well. Time and materials are handled smoothly with little loss of instructional time or interest. Time and materials are handled smoothly and efficiently with no loss of attention or interest. Students assume some responsibility for efficient operation of time and materials. Directions and Procedures Directions and procedures are confusing for students Directions and procedures are clarified after initial student confusion or are excessively detailed. Directions and procedures are clear to students and contain an appropriate level of detail. Frequently checks for understanding. Directions and procedures are clear to students. Anticipates possible student misunderstanding plans, monitors for it. Pacing The pacing is too slow or rushed. Pacing is inconsistent. Pacing is usually appropriate. Teacher adapts pace by monitoring students. Pacing of the lesson is smooth, timely, and appropriate, allowing for reflection and closure. Performance and Duties (attendance, lunch count, distribution of papers, duties, etc.) Performance of duties is inefficient. May be inattentive to these duties. Duties are handled fairly efficiently. Duties are managed and completed in a clear, professional manner without loss of instructional time. Systems for performing duties are well established with students assuming appropriate responsibility for efficient classroom operation. Comments: Principle #5a: The teacher intern uses an understanding and group motivation and behavior to create a learning environment that encourages positive social interaction in the classroom.
appreciate others. Minimal extrinsic rewards offered. students. Teacher clearly shows a caring attitude toward all students. openness, mutual respect, support and inquiry. Establishing Expectations for Behavior NO standards of conduct appear to have been established, or students are confused as to what the standards are. Standards of conduct appear to have been established for situations and most students seem to understand them. Standards of conduct are clear to all students. Teacher reviews and prompts behaviors when appropriate. Standards of conduct for various situations are clear to students and appear to have been developed or revised with student’s participation. Monitoring Student Behavior Is unaware of what students are doing, and/or student behavior is not monitored. Generally aware of student behavior but may miss the activities of some students. May neglect to use positive reinforcement. Is consistently alert to student behavior, uses positive reinforcement and behavior prompts. Monitoring is subtle and preventive. Students monitor their own and their peers’ behavior in appropriate ways. Response to Student Behavior Does not respond to misbehavior, or the response is inconsistent, overly repressive, or does not respect the student’s dignity. Attempts to responds to misbehavior but with uneven results. Response to misbehavior is appropriate, successful, and respects the student’s dignity. Response to misbehavior is highly effective and sensitive to student’s individual needs. Assists students in making appropriate behavior choices. Comments: Principle #5b: The teacher intern uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction in the classroom. Keys to Levels on the Rubric: U = Unsatisfactory; B = Basic; P = Proficient; D = Distinguished* Rationale & Support Element Week # Week # Week # Week # Positive
needs. Recording and Monitoring Assessment Data Numerous errors in scoring of student work. Assessment records are in disarray or not up-to-date resulting in errors and confusion. Scoring of papers and written records are adequate but require frequent monitoring to avoid errors. System for scoring and recording data is fully effective and up-to-date System is highly effective and students are involved in collection and summarizing of data. Comments: Principle #8 The teacher intern understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Keys to Levels on the Rubric: U = Unsatisfactory; B = Basic; P = Proficient; D = Distinguished* Rationale & Support Element Week # Week # Week # Week # Variety of Formal/Informal Assessment Strategy Level _____ Level _____ Level _____ Assessment Data Used in Lesson Planning/ Adjustment Level _____ Level _____ Level _____ Evaluates Criteria and Feedback Level _____ Level _____ Level _____ Recording and Monitoring Assessment Data Level _____ Level _____ Level _____
*Descriptions at the distinguished level may not be appropriate for some settings Principle #9 The student teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parent, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. ACEI Standard 5 Level of Performance Unsatisfactory (0) Basic (1) Proficient (2) Distinguished (3) Reflection on Teaching (written journal and conversations) Does not know whether a lesson was effective or achieved its goals. Profoundly misjudges the success of a lesson. Perceptions are often inaccurate. Does not accept constructive criticism well. Generally accurate impression of a lesson’s success. Offers vague, general suggestions for improvement or is dependent on supervisor’s ideas. Open to suggestions. Can accurately determine whether a lesson ha met the stated goals and cites references about how it may be improved. Is committed to reflection, and learning as an ongoing process. Welcomes constructive criticism. Is able to critically analyze a lesson weighing the relative strength of the weak areas. Offers alternative actions complete with probable successes with different approaches. Actively seeks constructive criticism. Relationships with Colleagues Little interaction with colleagues or relationships is negative, self-serving or unprofessional. Maintains professional cordial relationships with school staff and attends required meetings Seeks opportunities to work with colleagues to learn and grow professionally, Is willing to give and receive help Routinely shares materials, resources, ideas with colleagues. May volunteer to organize tasks or take the lead with activities within a department/team or at the school level. Professional Growth (includes student teaching requirements and portfolio Makes no effort to share knowledge with others or to assume professional responsibilities. Does not complete student teaching requirements. Participates in professional activities that are provided. Conducts him/herself in a professional student teacher manner most of the time. Consistently demonstrates professionalism in appearance/manners. Actively seeks out professional literature, colleagues, conferences, mentors, etc. To grow professionally. Demonstrates levels of leadership on a team or with the faculty. May include: sharing new knowledge/skills, conducting/sharing action research in the classroom, making presentation to
*Descriptions at the distinguished level may not be appropriate for some settings Principle #10: The teacher intern fosters relationships with school colleagues, parent, and agencies in the larger community to support students’ learning and well being. ACEI Standard 5 Level of Performance (0) Basic (1) (2) Distinguished (3) Participation in School/District Events and Projects. Avoids becoming involved in school/district projects and events Participates in School/district events when specifically asked. Volunteers to participate in more than one activity and makes substantial contributions, Participates as much a possible as a full staff member. Frequently seeks opportunities to volunteer for activities outside of own classroom or creates activities such as enrichment/remedial classes for students outside of regular school day. Values his/her role in making the entire school a productive learning environment. Sensitivity to Student Needs and Awareness of Community Resources. Does not really observe or identify clues to students distress, special needs etc. Does not honor confidential information about students. Identifies special needs of some students but does communicate concerns with classroom teacher. Respects the privacy of students and confidentiality of information Is concerned about all aspects of a child’s (cognitive, emotional, social, and physical) and is alert to signs of difficulty. Takes steps to stop discrimination or harassment among student. Is persistent in seeking to end discriminatory activity or harassment among students. Also, teams with the classroom teacher to obtain support services Respectful and Productive with families. Provides minimal information to parent or is insensitive to parent concerns about students Does not make an effort to Adheres to the existing formats for with parents. Needs to be Teams with the teacher to communicate with parent about their child’s Demonstrates initiative in creating new avenues for with families. This may include: family learning projects, a new or different
final product is shared with the classroom faculty at the school where the candidate worked with the student (Standard 5.2). This final portion helps to reinforce the importance of collaborative work with families and other professionals (Standards 4, 5.1). Rubric for Tutoring Project (Key Assessment #5 ELED) Approaches 6.5 7 7.5 Meets 8 8.5 9.0 Exceeds 9.5 10 Assessment for Instruction AECI St. 4 Many errors in administration or scoring. Or assessment information ignored or misinterpreted when selecting instructional materials or strategies. Or inappropriate assessments selected. Or no list provided. Assessments administered correctly nearly all the time. Assessments scored and interpreted correctly nearly all the time. Uses and correctly interprets available school assessment data. Uses assessment information to guide instructional choices. Appropriate conclusions drawn from assessment data. Selection of assessments appropriate for student. Pre- and post-assessments given enabling measurement of growth. Mix of assessments used assists in pinpointing academic difficulties and their causes. A summary list provided. In addition to “meets,” all assessments always correctly administered, scored, and interpreted. In addition 2 or more of the following: Unusually deep, insightful, & sophisticated analysis, creative & appropriate choice of add’l assessments, exceptional use of data to guide instructional choices.
Instruction and Adaptation to Diverse Students ACEI St. 2.2, 3.1, 3.2 Counts Triple Will be found in summary narrative of work done as well as lesson plans, observations, and reflections Instructional techniques not well-suited to student needs or justification for strategies missing, weak, or not evidence-based. Or uses fewer than 3 strategies, relies only upon commercial materials, or neglects to describe student response. Or, poor implementation of instruction. Selects instructional strategies appropriate to needs of student, based upon interpretation of assessment data and observation. Provides reasons for selection of techniques. Describes the student’s responses to the strategies and provides logical explanations for whether or not they were effective. Accounts for at least 3 different techniques or strategies. Selects materials that are a reasonable match for the student’s interests and abilities. Implementation of instruction may not be perfect, but reasonable effective. All of meets. In addition, exceptional match of student interest and needs and materials and strategies selected. Strategies exceptionally well implemented. Match to Development & Motivation ACEI ST. 1 Will be found in summary narrative of work done as well as lesson plans, observations, and reflections Frequent mismatches of techniques and materials to student’s developmental level. Many materials and techniques not engaging for student. Instructional and materials choices demonstrate understanding of developmental level of student. Candidate selected materials and techniques that were usually motivating and engaging for the student. Instructional and materials choices demonstrate exceptional understanding of developmental level of student. Candidate selected exceptionally motivating and engaging materials and techniques. Results, student progress Incomplete description of student progress or unsubstantiated assertions of student progress. Candidate shows no deepening of understanding over time. Discusses growth made by student with support for conclusions from assessments, work products, anecdotal notes & observations. Candidate discusses how her/his understanding of the student changed over time. Refers to logbook, work samples, and assessments to support conclusions. Provides work samples. Exceptionally thorough, well-written and insightful. Thorough description of student growth with clear, accurate examples from work with child supporting all assertions. Candidate demonstrates an exceptionally deep and nuanced understanding of student’s literacy problems.
Impact on student learning No progress by student. Student makes adequate progress. Student makes exceptional progress for given time. Recommendations ACEI 5.2 Communicating w/ families and collaborating with other professionals The candidate fails to match recommendations to the specific needs of the student or recommends activities beyond the capacity of the audience. The candidate makes mostly appropriate recommendations, demonstrating sensitivity to the resources available to each audience. Recommends the most appropriate or effective strategies and activities for the student. Reflection AECI St. 5.1 Trinity Unit Goal Counts Double (Includes reflections written after each session and summary reflections in report.) Candidate’s evaluation of his or her own teaching fails to recognize true strengths and weaknesses. Or Superficial; fails to provide support for assertions. OR Missing or incomplete Reflections after each session document what happened and provide some reason for why parts went well or did not go well. In the report discusses the strengths and weaknesses of the work with this student. Accurately recognizes strengths and weaknesses of work. Makes appropriate suggestions of things to do differently if given a chance to do it over. Recognizes additional information that would be useful to in attaining a better understanding of the student Reflections after each session demonstrate insight into the student as a learner; includes consideration of alternative explanations. In report, exceptionally thorough and insightful discussion of work with child. Supports all or nearly all assertions with clear, accurate work samples. Logbook Missing or incomplete Contains records of all background information, tutoring sessions, and assessments. Work samples included. Evidence of at least 3 different instructional strategies or approaches. Evidence of use of a wide range of instructional materials and texts matched to the needs of the student. Exceptionally thorough and well-organized. Complete documentation for work discussed in report.
Results, student progress Incomplete description of student progress or unsubstantiated assertions of student progress. Candidate shows no deepening of understanding over time. Discusses growth made by student with support for conclusions from assessments, work products, anecdotal notes & observations. Candidate discusses how her/his understanding of the student changed over time. Refers to logbook, work samples, and assessments to support conclusions. Provides work samples. Exceptionally thorough, well-written and insightful. Thorough description of student growth with clear, accurate examples from work with child supporting all assertions. Candidate demonstrates an exceptionally deep and nuanced understanding of student’s literacy problems. Impact on student learning No progress by student. Student makes adequate progress. Student makes exceptional progress for given time. Recommendations ACEI 5.2 Communicating w/ families and collaborating with other professionals The candidate fails to match recommendations to the specific needs of the student or recommends activities beyond the capacity of the audience. The candidate makes mostly appropriate recommendations, demonstrating sensitivity to the resources available to each audience. Recommends the most appropriate or effective strategies and activities for the student. Reflection AECI St. 5.1 Trinity Unit Goal Counts Double (Includes reflections written after each session and summary reflections in report.) Candidate’s evaluation of his or her own teaching fails to recognize true strengths and weaknesses. Or Superficial; fails to provide support for assertions. OR Missing or incomplete Reflections after each session document what happened and provide some reason for why parts went well or did not go well. In the report discusses the strengths and weaknesses of the work with this student. Accurately recognizes strengths and weaknesses of work. Makes appropriate suggestions of things to do differently if given a chance to do it over. Recognizes additional information that would be useful to in attaining a better understanding of the student Reflections after each session demonstrate insight into the student as a learner; includes consideration of alternative explanations. In report, exceptionally thorough and insightful discussion of work with child. Supports all or nearly all assertions with clear, accurate work samples.
Knowledge of Content Phase I Introduction of School and Class Background information on the class is collected and results in the formation of a problem statement. Candidates identify needs of the class that they will work with for a semester project. Permission obtained in accordance with the school the student is attending. Data collection, including observations and work samples, takes place. Based on data collection, candidates create a problem statement to answer through the development of a research-based intervention plan that can be implemented. (Standard as per individual spa) One or more components missing or one or more components ineffective, inappropriate. Problem statement is unclear or not articulated clearly. Observational data incomplete. 1 2 3 4 5 All components included. Problem statement is clear and based on complete data 6 7 8 9 All components complete. Evidence of expert attention to detail in stating the problem and collection of data. 10 Phase II Statement of the Problem Research in the areas of need determined. Based on the problem statement (and assessment data collected), the candidates select appropriate methods, strategies, and techniques from those presented in class, textbooks, or peer-reviewed journals that could be used to assist the student in the area(s) of identified need. (Standard as per individual spa) Research does not show depth of understanding and strategies and techniques are not fully explained enough to develop listening, speaking, reading, and writing activities. 1 2 3 4 5 Research shows candidate’s understanding and strategies and techniques necessary to develop listening, speaking, reading, and writing activities. 6 7 8 9 Research shows evidence of high level of understanding. Strategies and techniques necessary to develop listening, speaking, reading, and writing activities are research based. 10
Assessment Phase III Assessments Plan made to collect data and implement treatments. Once a strategy is articulated, candidates begin implementation of the plan. Data collection is ongoing. Treatment implementation and changes are documented. (Standard as per individual spa) Plan documents show implementation has begun, data indicates methods and techniques to apply knowledge 1 14 Plan documents show implementation has begun and indicates that methods and techniques to apply knowledge 15 23 Plan documents show implementation has begun and indicates that, as the student progresses, methods and strategies to apply knowledge 24 30 Implementation Phase IV Discussions and Reflection Treatment plan implementation with reflection. Key to successful treatment implementation is the reflection the candidates incorporate. As the treatment is implemented, new plans emerge which need to be implemented and reflected upon. (Standard as per individual spa) Reflections incomplete and lack depth of understanding of techniques to apply knowledge 1 2 3 4 5 Reflections complete and show understanding of techniques to apply knowledge 6 7 8 9 Reflections complete and show insight into issues that affect learning. Techniques to apply knowledge 10 Analysis Phase V Results Termination of the implementation and final data collection. Data need to be interpreted and prepared for display in the final power point. This information may be shared with the teacher and/or school. (Standard as per individual spa) Data has been partially analyzed and charted using some technology. Data is partially explained and demonstrate an understanding of the purpose of assessment. 1 2 3 4 Data has been analyzed, charted, and graphed using technology. Data has been explained and demonstrates an understanding of the purposes of assessment. 5 6 7 8 Data has been fully analyzed and charted using technology effectively. Significance of data has been explained and demonstrates an understanding of the purposes of assessment. 9 10
Professionalism Phase VI The Power Point Presentation The final report will contain: An Introduction that includes the relevant background of the students in your class, mini review of the literature that supports your methodology, assessments,( pre and post, plan, reflection and discussion, and results as well as appendix with samples of materials,; (Standard as per individual spa) One or more components of the final project missing. Recommendations do not show depth of understanding to meet the l needs of the student. 1 4 Final project is complete. Recommendations are adequate to meet the needs of the student. 5 14 Final project is complete and in a very professional format. Recommendations reflect an in-depth analysis of data to help meet the needs of the student. 15 20 Power Point Quality The power point is easily visible and readable. Data is clear and is charted correctly. Information on power point is not over crowded and is inviting. Power Point is poorly designed and difficulty to read. Data chart is minimally effective. 1 2 3 4 Power Point is well designed and easy to read, Data is correctly charted 5 6 7 8 Power Point is exceptional. Easy to read and data id correctly charted in detail 9 10