Copy of the Scoring Guide or Rubric: For each indicator on the assessment, a minimal level of sufficiency must be defined with criteria specific to that indicator. SCORING GUIDE/RUBRIC Internship Assessment Unacceptable Acceptable Exemplary Item—Planning Cluster 1. Develops learning Objectives are inappropriate for the Objectives are appropriate for Objectives are appropriate for the objectives which are subject area/developmental level of subject area/developmental level subject area/developmental level appropriate for the subject learners by being either too difficult or of learners, are connected of learners, are explicitly Objectives are appropriately to the standards, connected to the standards and grade level, and are too easy for students. and connected appropriately to not stated in measurable terms, do not and provide appropriate provide appropriate challenges the standards. include criteria, and/or are not challenges for students (tasks for students (tasks are neither (CAEP 1.1; appropriately connected to the are neither too easy nor too too easy nor too difficult). InTASC 7) standards. difficult). Objectives are Objectives incorporate multiple measurable and most objectives domains of learning or content identify criteria. areas. Objectives are measurable and each contains criteria for student mastery. 2. Plans appropriate and Instructional strategies are incongruent Most instructional strategies are Instructional strategies are logically sequenced with objectives. Some strategies are congruent with objectives. The consistently congruent with instructional strategies. developmentally inappropriate. The sequence of the lesson(s) is objectives. All strategies are sequence of the lesson may be illogical, logical, with few gaps in developmentally appropriate and with gaps in progressions. progressions. address a variety of student needs. (CAEP 1.1; InTASC 7) Learning/practice Learning/practice tasks are arranged tasks are arranged in sequential The sequence of the lesson is logical with no gaps in randomly in the lesson with steps and progressive steps to between progressions either too large facilitate learning. TC plans progressions. . Learning/practice or too small to facilitate skill mastery. and implements learning tasks allow students to begin and TC fails to plan learning experiences experiences based on end at different levels based on based on pre-assessment data. data. Students are individual readiness.
Copy of the Scoring Guide or Rubric: For each indicator on the assessment, a minimal level of sufficiency must be defined with criteria specific to that indicator. SCORING GUIDE/RUBRIC Internship Assessment Item—Planning Cluster Unacceptable Acceptable Exemplary 1. Develops learning objectives which are appropriate for the subject and grade level, and are connected appropriately to the standards. (CAEP 1.1; InTASC 7) Objectives are inappropriate for the subject area/developmental level of learners by being either too difficult or too easy for students. Objectives are not stated in measurable terms, do not include criteria, and/or are not appropriately connected to the standards. Objectives are appropriate for subject area/developmental level of learners, are connected appropriately to the standards, and provide appropriate challenges for students (tasks are neither too easy nor too difficult). Objectives are measurable and most objectives identify criteria. Objectives are appropriate for the subject area/developmental level of learners, are explicitly connected to the standards and provide appropriate challenges for students (tasks are neither too easy nor too difficult). Objectives incorporate multiple domains of learning or content areas. Objectives are measurable and each contains criteria for student mastery. 2. Plans appropriate and logically sequenced instructional strategies. (CAEP 1.1; InTASC 7) Instructional strategies are incongruent with objectives. Some strategies are developmentally inappropriate. The sequence of the lesson may be illogical, with gaps in progressions. Learning/practice tasks are arranged randomly in the lesson with steps between progressions either too large or too small to facilitate skill mastery. TC fails to plan learning experiences based on pre-assessment data. Most instructional strategies are congruent with objectives. The sequence of the lesson(s) is logical, with few gaps in progressions. Learning/practice tasks are arranged in sequential and progressive steps to facilitate learning. TC plans and implements learning experiences based on data. Students are Instructional strategies are consistently congruent with objectives. All strategies are developmentally appropriate and address a variety of student needs. The sequence of the lesson is logical with no gaps in progressions. . Learning/practice tasks allow students to begin and end at different levels based on individual readiness.