Scoring Rubric for the Assessment of Student Learning

Appendix C Scoring Rubrics
Scoring Rubric for the Assessment of Student Learning
Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the
success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to
student learning, and designing comprehensive professional growth plans for staff.
2.2 Provide Effective Instructional Program
2.2a Candidate demonstrates the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and
curricular materials.
2.2b Candidate demonstrates the ability to make recommendations regarding all of the following: the design, implementation, and evaluation of a
curriculum that clearly and fully accommodates learners’ diverse needs.
2.3 Apply Best Practice to Student Learning
2.3a Candidate demonstrates the ability to assist school personnel in understanding and applying best practices for student learning.
2.4 Design Comprehensive Professional Growth Plans
2.4a Candidate presents design evidence or demonstrates an ability to implement professional development programs meeting all of these
criteria: well-planned, context-appropriate, based on reflective practice and research on student learning consistent with the school vision and
goals.
2.4b Candidate demonstrates the ability to use all of the following strategies to form comprehensive professional growth plans with teachers and
other school personnel: observations, collaborative reflection, and adult learning strategies.
Assessment
of Student
Learning
Purpose
(2.2a)
Assessment
of Student
Learning
0 – Unacceptable
The purpose of the
assessment of student
learning artifact is not
presented in a manner that
clearly identifies its intended
use or is missing, i.e. there
is little or no reference to the
principles of effective
instructional or curriculum
reform.
0 – Unacceptable
1 – Approaching
Expectations
The suggestions and
activities presented by the
candidate, partially address
the principles of effective
instruction and curricular
materials as they relate to
the school vision and
improvement plan in the
area of assessment of
student learning.
1 – Approaching
Expectations
2 – Meets Expectations 3 – Exemplary
The suggestions and
activities presented by the
candidate adequately
address the principles of
effective instruction and
curricular materials as they
relate to the school vision
and improvement plan in the
area of classroom
assessment of student
learning.
The suggestions and
activities presented by the
candidate realistically and
effectively address the
principles of effective
instruction and curricular
materials as they relate to
the school vision and
improvement plan in the
area of classroom
assessment of student
learning.
2 – Meets Expectations 3 – Exemplary
Score
Score

Purpose
(2.2b)
Purpose
(2.3a)
The purpose of the
assessment of student
learning artifact is not
presented in a manner that
clearly identifies its intended
use or is missing, i.e. there
is little or no reference to the
candidate’s ability to
evaluate and make
recommendations regarding
the design and
implementation of a
curriculum that fully
accommodate the learners’
diverse needs.
The purpose of the
assessment of student
learning artifact is presented
in a manner that does not
clearly demonstrate the
candidate’s ability to assist
school personnel in
understanding and applying
best practices for student
learning. i.e. there is little or
no reference to the
candidate’s ability to make
meaningful and effective
recommendations regarding
best practices for instruction.
The stated purpose of the
assessment of student
learning artifact
demonstrates the
candidate’s limited ability to
evaluate and make
recommendations
regarding the design and
implementation of a
curriculum that fully
accommodate the learners’
diverse needs.
Candidate partially
demonstrates the ability to
assist school personnel in
understanding and applying
best practices for student
learning. Best practices are
presented but do not
address both personnel’s
understanding and
application.
The stated purpose of the
assessment of student
learning artifact
demonstrates the
candidate’s basic ability to
evaluate and make
recommendations regarding
the design and
implementation of a
curriculum that fully
accommodate the learners’
diverse needs.
Candidate demonstrates the
ability to assist school
personnel in understanding
and applying best practices
for student learning. Best
practices are presented and
clearly address both
personnel’s understanding
and application.
The stated purpose of the
assessment of student
learning artifact
demonstrates the
candidate’s effective ability
to evaluate and make
recommendations regarding
the design and
implementation of a
curriculum that fully
accommodate the learners’
diverse needs.
Candidate demonstrates
the ability to assist school
personnel in understanding
and applying best practices
for student learning. Best
practices are presented and
clearly address both
personnel’s understanding
and application.
Reflections on or feedback
from best practice activities
implemented with school
personnel are presented.

Assessment
of Student
Learning
Methodology
Description
of
Assessment
Techniques
(2.3a)
0 – Unacceptable
The methodology as
described in the assessment
of student learning artifact is
either lacking or unsuitable
for the effective analysis of
teacher generated
assessments of student
learning
Formal or informal
assessment techniques are
listed with vague, inaccurate,
or no explanation present.
There is no reference to the
cognitive levels of objectives
nor is there reference to the
types of assessments
employed.
The description does not
address the assessment
techniques’ alignment to
curriculum/state standards.
Statements made by the
candidate based on the
analysis of assessment
techniques are not based on
best practices for instruction.
1 – Approaching
Expectations
Provides summary of steps
taken in the development of
the assessment of student
learning activity with
apparent gaps, however
the time frame or logic of
each step is vague.
The description of the
formal and informal
assessment techniques
contains some
inaccuracies. There is
limited reference to the
cognitive levels of
objectives and limited
reference to the types of
assessments employed.
The description addresses
in a limited fashion the
assessment techniques’
alignment to
curriculum/state standards.
Statements made by the
candidate based on the
analysis of assessment
techniques are to a limited
extent based on best
practices for instruction.
2 – Meets Expectations 3 – Exemplary
Provides summary of steps
taken in the development of
the assessment of student
learning activity. The time
frame and logic of each step
are clearly stated.
The description of the formal
and informal assessment
techniques contains minor
inaccuracies. There is
narrow reference to the
cognitive levels of objectives
and reference to the types
of assessments employed.
The description addresses
in an adequate fashion the
assessment techniques’
alignment to
curriculum/state standards.
Statements made by the
candidate based on the
analysis of assessment
techniques are, for the most
part, based on best
practices for instruction.
Provides summary of steps
taken in the development of
the assessment of student
learning activity. All major
steps in development are
listed and logical. The time
frame of each step is clearly
stated.
The description of the
formal and informal
assessment techniques
contains no inaccuracies.
There is strong reference to
the cognitive levels of
objectives and accurate
reference to the types of
assessments employed.
The description fully
addresses the assessment
techniques’ alignment to
curriculum/state standards.
Statements made by the
candidate based on the
analysis of assessment
techniques are based on
best practices for
instruction.
Score

Scoring Rubric for the 10-Minute Teacher Observation
Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the
success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to
student learning, and designing comprehensive professional growth plans for staff.
2.2 Provide Effective Instructional Program
2.2a Candidate demonstrates the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and
curricular materials.
2.2b Candidate demonstrates the ability to make recommendations regarding all of the following: the design, implementation, and evaluation of a
curriculum that clearly and fully accommodates learners’ diverse needs.
2.2c Candidate demonstrates the ability to use and promote technology and information systems to do all of the following: enrich curriculum and
instruction, monitor instructional practices, and provide staff the assistance needed for improvement.
2.4 Design Comprehensive Professional Growth Plans
2.4a Candidate presents design evidence or demonstrate an ability to implement professional development programs meeting all of these criteria:
well-planned, context-appropriate, based on reflective practice and research on student learning consistent with the school vision and goals.
2.4b Candidate demonstrates the ability to use all of the following strategies to form comprehensive professional growth plans with teachers and
other school personnel: observations, collaborative reflection, and adult learning strategies.
2.4c Candidate develops and implements personal professional growth plans that reflect a commitment to life-long learning.
3-Minute
Teacher
Observation
Process
(2.2a)
0 - Unacceptable 1 - Approaching Expectations 2 - Meets Expectations 3 - Exemplary
No evidence of application
of 3-minute observation
process is present. Lack of
application of the 3-minute
observation process hinders
or prevents influencing
instructional practices and
curricular materials
Some evidence of application of
3-minute observation process.
Application of the process
would have minimal impact on
instructional practices and
curricula.
Clear evidence of application of
3-minute observation process.
Application of the process would
have an immediate impact on
instructional practice and
curricula.
Clear evidence of
application of 3-minute
observation process to an
extent that suggests the
candidate could effectively
implement the process in a
supervisory setting.
Implementation in a
classroom setting would
also result in improved
instructional practices and
curricular materials.
Score

3-Minute
Teacher
Observation
Process
(2.2b)
Critical
Analysis
(2.2a)
Critical
Analysis
(2.2b)
0 - Unacceptable
No evidence of application of 3minute
observation process is
present. Recommendations
regarding design,
implementation, and evaluation
of curricular materials that
address the learners’ diverse
needs are lacking.
Analysis of concepts provides
limited details and provides no
impact on instructional
practices and curricula
Analysis of concepts provides
limited details and provides no
impact on design,
implementation, and evaluation
of curricular materials that
address the learners’ diverse
needs
1 - Approaching
Expectations
Some evidence of application of
3-minute observation process.
Application of the process would
have minimal impact on design,
implementation, and evaluation
of curricular materials that
address the learners’ diverse
needs
Analysis of concepts provides
incomplete details that could be
used in a manner that would
have a limited impact of
instructional practices and
curricula
Analysis of concepts provides
incomplete details that could be
used in a manner that would
have limited impact on design,
implementation, and evaluation
of curricular materials that
address the learners’ diverse
needs
2 - Meets Expectations 3 - Exemplary
Clear evidence of application of
3-minute observation process.
Application of the process would
cause the candidate’s
recommendations to have an
immediate impact on design,
implementation, and evaluation of
curricular materials that address
the learners’ diverse needs
Analysis of concepts provides
thorough details which could form
the basis for improving
instructional practices and
curriculum materials
Analysis of concepts provides
thorough details which could form
the basis for improving the
design, implementation, and
evaluation of curricular materials
that address the learners’ diverse
needs
Clear evidence of application of
3-minute observation process to
an extent that suggests the
candidate could effectively
implement the process in a
supervisory setting. The
candidates ability to make
recommendations on design,
implementation, and evaluation
of curricular materials that
address the learners’ diverse
needs would have a positive
impact on student performance.
Analysis of concepts provides
thorough details and could be
used in a school setting with few,
if any modifications.
Implementation in a classroom
setting would also result in
improved instructional practices
and curricular materials.
Analysis of concepts provides
thorough details and could be
used in a school setting with few,
if any modifications.
Implementation of the
candidate’s recommendations on
the design, implementation, and
evaluation of curricular materials
that address the learners’ diverse
needs would also result in
improved student learning.
Score

3-Minute
Teacher
Observation
Reflective
Questions
(2.2a)
Reflective
Questions
(2.2b)
Plan of Action
(2.2a)
0 - Unacceptable
Questions are not supported by
observation/documentation/logic
from observation. Instructional
practices and curriculum
materials not addressed
Questions are not supported by
observation/documentation/logic
from observation. The
candidate’s recommendations
on design, implementation, and
evaluation of curricular
materials that address the
learners’ diverse needs are not
included
Plan is not supported by
observation/documentation/logic
from observation. Instructional
practices and curriculum
materials not addressed.
1 - Approaching
Expectations
Questions are somewhat
supported by observation,
documentation, and logic from
observation. The reflective
questions would have a minimal
impact on instructional practices
and curriculum materials.
Questions are somewhat
supported by observation,
documentation, and logic from
observation. The candidate’s
recommendations would have a
minimal impact on design,
implementation, and evaluation
of curricular materials that
address the learners’ diverse
needs
Plan is somewhat supported by
observation/documentation/logic
from observation. The plan of
action would have a minimal
impact on instructional practices
and curriculum materials
2 - Meets Expectations 3 - Exemplary
Questions are clearly supported
by observation, documentation,
and logic based on accepted
clinical supervision practices. The
reflective questions would have a
positive impact on instruction and
curriculum materials.
Questions are clearly supported
by observation, documentation,
and logic. The candidate’s
recommendations would have an
impact on design,
implementation, and evaluation of
curricular materials that address
the learners’ diverse needs
Plan is clearly supported by
observation/documentation/logic
from observation. The plan of
action would have a positive
impact on instruction and
curriculum materials.
Questions are clearly supported
by observation, documentation,
and logic based on accepted
clinical supervision practices and
could be effectively used in an
actual teacher evaluation.
Implementation in a classroom
setting would also result in
improved instructional practices
and curricular materials.
Questions are clearly supported
by observation, documentation,
and logic based on accepted
clinical supervision practices and
could be effectively used in an
actual teacher evaluation.
Implementation of the
candidate’s recommendations on
the design, implementation, and
evaluation of curricular materials
that address the learners’ diverse
needs would also result in
improved student learning.
Plan is clearly supported by
observation/documentation/logic
from observation. The plan of
action could be used in a school
setting with few, if any
modifications. Implementation in
a classroom setting would also
result in improved instructional
practices and curricular
materials.
Score

3-Minute
Teacher
Observation
Plan of Action
(2.2b)
Professional
Growth Plan
(2.4b)
Organization
0 - Unacceptable
Plan is not supported by
observation/documentation/logic
from observation. The
candidate’s recommendations
on design, implementation, and
evaluation of curricular
materials that address the
learners’ diverse needs are not
included
The reflective questions, a plan
of action, and a critical analysis
in the 3-Minute Teacher
Observation artifact do not
demonstrate the candidate’s
ability to use any of the 3
strategies that include
(1)observations, (2)collaborative
reflection, and (3)adult learning
strategies to help teachers
develop professional growth
plans
The information appears to be
disorganized and difficult to
understand.
1 - Approaching
Expectations
Plan is somewhat supported by
observation/documentation/logic
from observation. The
candidate’s recommendations
would have a minimal impact on
design, implementation, and
evaluation of curricular
materials that address the
learners’ diverse needs
The reflective questions, a plan
of action, and a critical analysis
in the 3-Minute Teacher
Observation artifact
demonstrates the candidate’s
ability to use 1 of the strategies
that include (1)observations,
(2)collaborative reflection, and
(3)adult learning strategies to
help teachers develop
professional growth plans
Information is organized, but
lacks well-constructed
paragraphs or good sentence
structure.
2 - Meets Expectations 3 - Exemplary
Plan is clearly supported by
observation/documentation/logic
from observation. The
candidate’s plan of action would
have an impact on design,
implementation, and evaluation of
curricular materials that address
the learners’ diverse needs
The reflective questions, a plan of
action, and a critical analysis in
the 3-Minute Teacher
Observation artifact demonstrate
the candidate’s ability to use 2 of
the strategies that include
(1)observations, (2)collaborative
reflection, and (3)adult learning
strategies to help teachers
develop professional growth
plans
Information is organized with
well-constructed paragraphs and
good variation of sentence
structure.
Plan is clearly supported by
observation/documentation/logic
from observation. The plan of
action could be used in a school
setting with few, if any
modifications. Implementation of
the candidate’s plan affecting the
design, implementation, and
evaluation of curricular materials
that address the learners’ diverse
needs would also result in
improved student learning.
The reflective questions, a plan
of action, and a critical analysis in
the 3-Minute Teacher
Observation artifact do not
demonstrate the candidate’s
ability to use all 3 of the
strategies that include
(1)observations, (2)collaborative
reflection, and (3)adult learning
strategies to help teachers
develop professional growth
plans
Information is organized with
well-constructed paragraphs and
good variation of sentence
structure. The artifact could be
used in a school setting with few,
if any modifications.
Score

Oral Presentation Rubric
CATEGORY 3 - Exemplary 2 - Meets Expectations
Comprehension/Knowledge
of Content
Preparedness
Content
Quality of the Presentation
Presentation Support
Materials
Student is able to accurately
answer almost all questions
posed by classmates and/or the
professor about the topic.
Student is completely prepared
and has obviously rehearsed.
Shows a full understanding of
the topic.
The presenter exuded
confidence with little if any
nervousness during the
presentation. The quality of the
presentation and supplemental
materials is such that it could be
used in its entirety and
presented with few, if any
modifications to faculty or any
other public organizations
associated with education
The quantity and quality of the
supplemental materials (e.g.
presentation slides, overheads,
handouts) that the student has
created add significantly to the
presentation and effectively
help the audience develop an
understanding of the
issues/concepts presented.
Student is able to accurately
answer most questions posed
by classmates and/or the
professor about the topic.
Student seems very prepared
but might have needed a few
more rehearsals.
Shows a good understanding of
the topic.
The presenter exuded
confidence but was somewhat
nervous during the
presentation. The quality of the
presentation and supplemental
materials is such that it could be
used and presented with
modifications to faculty or any
other public organizations
associated with education
The quantity and quality of the
supplemental materials (e.g.
presentation slides, overheads,
handouts) that the student has
created add somewhat to the
presentation and moderately
help the audience develop an
understanding of the
issues/concepts presented.
1 - Approaching
Expectations
Student is able to accurately
answer a few questions
posed by classmates and/or
the professor about the topic.
The student is somewhat
prepared, but it is clear that
rehearsal was lacking.
Shows a good understanding
of parts of the topic.
The presenter was somewhat
confident and nervousness
was evident and affected the
presentation. The
presentation lacked quality
but could be presented at a
public forum only after
extensive modifications and
rehearsals.
The quantity and quality of
the supplemental materials
(e.g. presentation slides,
overheads, handouts) that the
student has created add little
to the presentation and
minimally help the audience
develop an understanding of
the issues/concepts
presented.
0 - Unacceptable
Student is unable to
accurately answer
questions posed by
classmates and/or the
professor about the topic.
Student does not seem at
all prepared to present.
Does not seem to
understand the topic very
well.
The presenter’s lack of
confidence and
nervousness were evident
and negatively impacted
the presentation. The
presentation could not be
used at a public forum.
The student created no
supplemental materials