References Laureate Education (Producer). (n.d.a). [Interactive media]. Baltimore, MD: Author. Laureate Education. 2016. Virtual field experience analysis sheet document. Retrieved from: Nieto, S. (Ed.). (2014). Why we teach now. New York, NY: Teachers College Press. Owen, S. M. (2015). Teacher professional learning communities in innovative contexts: ‘ah hah moments’, ‘passion’ and ‘making a difference’ for student learning. Professional Development In Education, 41(1), 57-74. doi:10.1080/19415257.2013.869504 Walden University M.S. in Education Program Formative Evaluative Criteria for Applications and Reflective Essays Quality of Work Submitted A: Target (Exemplary Work) (Value: 0.4 point possible per box) B: Level) (Value: 0.3 point possible per box) C: Developing (Minimal Work) (Value: 0.2 point possible per box) F: Unacceptable (Work Submitted but Unacceptable) 0.1 point possible per box) Candidate adheres to assignment expectation by meeting the assigned criteria. Degree to which the candidate presents Candidate addresses 100% of the requirements in the (0.4 point) Candidate addresses 90% ofthe requirements in (0.3 point) Candidate completed 80% or more of the requirements in the assignment’s criteria. (0.2 point) Candidate completes less than 80% of the requirements in the assignment’s criteria. (0.1 point) 100% of information presented is clearly reliable 90% of information presentedis
reliable and relevant information. and relevant to the assignment. (0.4 point) clearly reliable and relevant. (0.3 and relevant. (0.2 point) present. Analysis is missing. (0.1 point) The degree to which the candidate provides a synthesis and analysis. The candidate demonstrates breadth and depth of Candidate synthesizes and /or conclusions by combining multiple examples, facts, and theories to demonstrate depth and breadth of understanding of all topic concepts through the creation of a single, encompassing document.(0.4 point) Candidate connects examples, and theories to demonstrate depth and breadth of understanding of the topic concepts.(0.3 point) Candidate presents examples, facts, or theoriesto demonstrate depth and breadth of understanding of the topic concepts.(0.2 point) Candidate does not present examples, facts, or theories, thus does not demonstrate depth and breadth of understanding of the topic concepts. (0.1 point) Candidate demonstrates breadth and depth of understanding by generating abstractions from course content. (0.4 Candidate demonstrates breadth and depth of understanding by putting learning into a broader context. (0.3 breadth and depth by showing how course content relates to P – 12 students both laterally and vertically. (0.2 Assignment lacks breadth and depth. (0.1 point) The candidate assimilates and synthesizes by supporting his/her writing with references. The candidate reflects an 1. .Candidate demonstrates inclusion of major points, using two or more scholarly resources from outside the course current to within 5 years** in addition to course videos and course (required and Candidate includes specific scholarly information from both course videos and course (required and optional) readings to support major points. May use scholarly resources that are outside 5 years. (0.3 point) Candidate includes specific information from required course videos or required readings. (0.2 point) Candidate does not include information from course videos or required readings. (0.1 point)
and analysisof material in videos, readings, and discussions; 2. Applies presented strategies **May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings. Also, seminal research can be included and does not count in the 5 year requirement. optional) readings (0.4 point). Candidate integrates at least two exemplars (e.g., details, ideas) from professional practice as examples of incorporating content from the course objectives. (0.4 point) Candidate integrates one exemplar (e.g., details, ideas) from professional practice as example of incorporating content from the course objectives. (0.3 point) Candidate includes exemplars (e.g., details, from professional practice but does not use them as examples of incorporating content from the course objectives. (0.2 Candidate does not includeexemplars (e.g., details, ideas) from professional practice specific to the assignment. (0.1 Candidate assimilates and synthesizes 1. Understand the Candidate demonstrates the ability to explore and/or implement all key instructional concepts by course materials, candidate demonstrates an understanding of the assignment’s purpose by Candidate answers the prompt without including details from professional practice or course content. Candidate does not demonstrate assignment’s purpose.Lacks applying theories, concepts, and/or strategies for
assignment’s purpose by making connections to professional practice; and 2. Includes deepening awareness of Walden’s definition of Social Change put Walden’s definition here providing connections among two or more scholarly resources from outside the course current to within 5 years, course learning, and details from professional practice (0.4 point) showing connections between course learning and details from professional practice. (0.3 point) (0.2 point) thinking and underrepresented details from professional practice (0.1 point) As assignment parameters allow, the candidate includes specific information with at least 2 examples that illustrates how course learning has contributed to the candidate’s professional learning and growth and/or deepening awareness and learning of Walden’s definition of Social Change. (0.4 As assignment parameters the candidate includes specific information with at least 1 example that illustrates how course learning has contributed to the candidate’s professional learning and growth and deepening awareness and/or learning of Walden’s definition of Social Change. (0.3 point) As assignment parameters allow, the information provided to illustrate how course learning contributed to the candidate’s professional learning and growth and deepening awareness and/or learning of Walden’s definition of Social Change is not specific (lacking detail). (0.2 point) The information provided to illustrate how course learning contributed to the candidate’s professional learning and growth and deepening awareness and/or learning of Walden’s definition of Social Change is missing. (0.1 point) Written Expression and Formatting The extent to which candidate completes The candidate's document is concisely written using correct APA style according to the current MSED template with all The candidate’s work isconsistently written correct APA style according to the current MSED template with The candidate's document is written using somewhat correct APA style according to the current MSED The quality of writing and/or APA formatting according to the current MSED template is not acceptable for graduate-level
previous formatting requests includedWork is written in Standard Edited English. No prominent errors interfere with reading. (0.4 point) previous formatting requests included. There are few to noerrors in grammar, punctuation, or spelling. (0.3 point) template with minimal inclusion of previous requests. grammar, punctuation, areas. (0.2 point) work and/or previous requests for revision were ignored. There are persistent problems with improper sentence structure, grammar, punctuation, and spelling. (0.1 Writing style includes an introduction, supporting details, meaningful/valid connections between and across paragraphs, all leading to a powerful conclusion with ties to current/future practice. Writing includes an introduction, supporting details and conclusion with ties to current/future practice. Candidatestates his/her ideas/beliefs with supporting cited references using graduate-level scholarly voice, logical flow, and organization that is clear, concise, and consistent throughout the
assignment using scholarly, critical, and analytical writing that is presented in APA format; Standard Edited English (i.e. correct grammar, mechanics). Candidate differentiates his/her own ideas/beliefs from cited references using effective graduate-level scholarly voice, logical flow, and organization that is exceptionally clear, succinct, and consistent throughout the document. Supports all assertions by appropriate cited references to sources (emphasis on paraphrasing). (0.4 point) document. Supports 90%of assertions by appropriate citations. (0.3 document. Supports 80% of assertions by appropriate citations. (0.2 point) by appropriate citations. (0.1 point)