Observations are not Observations are not written Observations are generally Observations are written in Testing Observations included or are very limited in clear or observable terms written in clear and clear and observable terms, Note. Testing observations in scope and/or detail. and/or interpretation observable terms, and and interpretation regarding may include information regarding the impact of interpretation regarding the the impact of behavior(s) on regarding the student’s: behavior(s) on the validity of impact of behavior(s) on the the validity of the test scores attention to the task, task the test scores is absent or validity of the test scores is is highly relevant, persistence, language subjectively-written. present, and objectively appropriate, and objectively abilities, motor coordination, written. written. frustration, impulsiveness, problem solving, response to feedback, etc. Presentation of Results Presentation of results has Presentation of results Presentation of results is Presentation of results is gaps and is not provides basic information reasonably comprehensive comprehensive and comprehensive. Results are without critical gaps, but with no gaps, and results are detailed, and results are not always clearly results are not generally clearly presented. clearly presented. presented (e.g. scores not comprehensive and/or are labeled appropriately and not always clearly presented. located for easy reference - such as a table). Interpretations are not (a) Interpretations are (a) loosely Interpretations are generally Interpretations are (a) Interpretation of clearly supported by supported by assessment (a) supported by assessment supported by assessment Results assessment data (i.e. data, (b) mostly free of data, (b) free of data that is integrated across accurate); (b) free of psychometric inaccuracies psychometric inaccuracies sources, (b) free of psychometric inaccuracies and/or conceptual and/or conceptual psychometric inaccuracies and/or conceptual misunderstandings, and/or (c) misunderstandings, and (c) and/or conceptual misunderstandings; and/or sometimes clear in explaining clear in explaining the understandings, and (c) clear (c) clear in explaining the the individual’s functioning on individual’s functioning on a in explaining the individual’s individual’s functioning on a given task. given task. functioning on a given task. a given task.
Testing Observations Note. Testing observations may include information regarding the student’s: attention to the task, task persistence, language abilities, motor coordination, frustration, impulsiveness, problem solving, response to feedback, etc. Observations are not included or are very limited in scope and/or detail. Observations are not written in clear or observable terms and/or interpretation regarding the impact of behavior(s) on the validity of the test scores is absent or subjectively-written. Observations are generally written in clear and observable terms, and interpretation regarding the impact of behavior(s) on the validity of the test scores is present, and objectively written. Observations are written in clear and observable terms, and interpretation regarding the impact of behavior(s) on the validity of the test scores is highly relevant, appropriate, and objectively written. Presentation of Results Presentation of results has gaps and is not comprehensive. Results are not always clearly presented (e.g. scores not labeled appropriately and located for easy reference - such as a table). Presentation of results provides basic information without critical gaps, but results are not comprehensive and/or are not always clearly presented. Presentation of results is reasonably comprehensive with no gaps, and results are generally clearly presented. Presentation of results is comprehensive and and results are clearly presented. Interpretation of Results Interpretations are not (a) clearly supported by assessment data (i.e. accurate); (b) free of psychometric inaccuracies and/or conceptual misunderstandings; and/or (c) clear in explaining the individual’s functioning on a given task. Interpretations are (a) loosely supported by assessment data, (b) mostly free of psychometric inaccuracies and/or conceptual misunderstandings, and/or (c) sometimes clear in explaining the individual’s functioning on a given task. Interpretations are generally (a) supported by assessment data, (b) free of psychometric inaccuracies and/or conceptual misunderstandings, and (c) clear in explaining the individual’s functioning on a given task. Interpretations are (a) supported by assessment data that is integrated across sources, (b) free of psychometric inaccuracies and/or conceptual understandings, and (c) clear in explaining the individual’s functioning on a given task. detailed,
Pre-Intern-Portfolio-Dev-Assmt-Rubric-FINAL-11-6-17.docx