Main structure presented more very little presented and tenants of the presented several than sufficient presented adequate amount theory amount presented more Underlying very little presented presented several than sufficient theories presented adequate amount amount presented more very little presented Procedures presented several than sufficient presented adequate amount amount presented more very little presented Consequences presented several than sufficient presented adequate amount amount presented more very little presented Application presented several than sufficient presented adequate amount amount Some effort Showed very little Some effort shown in Much effort shown Professional time or effort in shown in both presentation but in preparation and Presentation preparation or preparation and little shown in presentation presentation presentation preparation TOTAL SCORE Attachment S Assessment 6: PPT Project Rubric in Electronic Portfolio UNACCEPTABLE ACCEPTABLE TARGET Standard 1Young Middle level candidates Middle level candidates Middle level candidates Adolescent fail to show acceptable demonstrate knowledge of demonstrate a Development I - levels of knowledge of the the concepts, principles, comprehensive knowledge Middle teacher concepts, principles, theories and research of the concepts, principles, candidates understand theories and research about young adolescent theories and research the major concepts, about young adolescent development. They use about young adolescent principles, theories, development. They fail to this knowledge to provide development. They use and research related to provide all young all young adolescents with this knowledge to provide young adolescent adolescents with learning learning opportunities that all young adolescents with development, and they opportunities that are are developmentally learning opportunities that provide opportunities developmentally responsive, socially are developmentally that support student responsive, socially equitable, and responsive, socially development and equitable, and academically rigorous. equitable, and learning. academically rigorous. academically rigorous. Standard 1. Young Middle level candidates Middle level candidates Middle level candidates Adolescent lack enthusiasm and a respond positively to the respond positively to the Development II - desire to respond diversity found in young diversity found in young Middle level teacher positively to the diversity adolescents and use that adolescents and use that candidates understand found in young diversity in planning diversity in planning the major concepts, adolescents. They fail to curriculum and instruction. curriculum and instruction. principles, theories, use young adolescent and research related to diversity in planning young adolescent curriculum and instruction. development, and they provide opportunities that support student development and learning.
Main structure and tenants of the theory very little presented presented several presented adequate amount presented more than sufficient amount Underlying theories very little presented presented several presented adequate amount presented more than sufficient amount Procedures very little presented presented several presented adequate amount presented more than sufficient amount Consequences very little presented presented several presented adequate amount presented more than sufficient amount Application very little presented presented several presented adequate amount presented more than sufficient amount Professional Presentation Showed very little time or effort in preparation or presentation Some effort shown in presentation but little shown in preparation Some effort shown in both preparation and presentation Much effort shown in preparation and presentation TOTAL SCORE Attachment S Assessment 6: PPT Project Rubric in Electronic Portfolio UNACCEPTABLE ACCEPTABLE TARGET Standard 1Young Adolescent Development I - Middle teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. Middle level candidates fail to show acceptable levels of knowledge of the concepts, principles, theories and research about young adolescent development. They fail to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. Middle level candidates demonstrate knowledge of the concepts, principles, theories and research about young adolescent development. They use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. Middle level candidates demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development. They use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. Standard 1. Young Adolescent Development II - Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. Middle level candidates lack enthusiasm and a desire to respond positively to the diversity found in young adolescents. They fail to use young adolescent diversity in planning curriculum and instruction. Middle level candidates respond positively to the diversity found in young adolescents and use that diversity in planning curriculum and instruction. Middle level candidates respond positively to the diversity found in young adolescents and use that diversity in planning curriculum and instruction.