Bridgewater State University Preservice Performance Assessment Rubric (9/2013) with Sheltered English Immersion (SEI) Standards Emphasized 1 = Does not meet the standard 2 = Meets the standard 3= Exceeds the Standard Rating→ Standard/Indicator↓ Standard A Plans Curriculum and Instruction – 1. Draws on content of the relevant Limited if any knowledge of Has a basic understanding of the Has a clear understanding of the curriculum frameworks to plan curriculum frameworks for content of the curriculum curriculum frameworks and how to sequential units of study, planning lessons. Standards that frameworks and is able to design use them to extend content individual lessons, and learning will advance the level of content learning experiences that extend knowledge learning of students. activities that make learning knowledge of students are not the learning of students at a basic Lesson activities are designed cumulative and advance students used. level. The lesson or unit has a around standards that extend level of content knowledge. recognizable structure although the student learning. The lesson or The lesson or unit has no clearly structure is not uniformly unit has a clearly defined structure maintained throughout. Most time that activities are organized defined structure or the structure is chaotic. Time allocations are allocations are reasonable. around. Time allocations are reasonable. unrealistic. Goals are not suitable for many Modifies goals for the diverse 2. Draws on results of A general goal is students in the classroom; learning needs of students; most learning formal and informal established with little activities are not based on student activities are based on student assessments as well as attention to diverse needs needs; assessment results needs; uses assessment results to knowledge of human of students; some of minimally affect lesson planning; plan for individuals and groups of development to identify learning activities are based minimal or no knowledge of students; lesson plans consistently teaching strategies and on student needs; uses developmental characteristics is show evidence of developmentally learning activities assessment results to plan evident in lesson planning. appropriate tasks and activities. appropriate for the for the class as a whole; specific discipline, age, most lesson plans show level of English language evidence of proficiency, and range of developmentally cognitive levels being appropriate activities and taught. assignments.
Bridgewater State University Preservice Performance Assessment Rubric (9/2013) with Emphasized Sheltered English Immersion (SEI) Standards Rating→ Standard/Indicator↓ 1 = Does not meet the standard 2 = Meets the standard 3= Exceeds the Standard Standard A – Plans Curriculum and Instruction 1. Draws on content of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students level of content knowledge. Limited if any knowledge of curriculum frameworks for planning lessons. Standards that will advance the level of content knowledge of students are not used. The lesson or unit has no clearly defined structure or the structure is chaotic. Time allocations are unrealistic. Has a basic understanding of the content of the curriculum frameworks and is able to design learning experiences that extend the learning of students at a basic level. The lesson or unit has a recognizable structure although the structure is not uniformly maintained throughout. Most time allocations are reasonable. Has a clear understanding of the curriculum frameworks and how to use them to extend content knowledge learning of students. Lesson activities are designed around standards that extend student learning. The lesson or unit has a clearly defined structure that activities are organized around. Time allocations are reasonable. 2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate for the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught. Goals are not suitable for many students in the classroom; learning activities are not based on student needs; assessment results minimally affect lesson planning; minimal or no knowledge of developmental characteristics is evident in lesson planning. A general goal is established with little attention to diverse needs of students; some of learning activities are based on student needs; uses assessment results to plan for the class as a whole; most lesson plans show evidence of developmentally appropriate activities and assignments. Modifies goals for the diverse needs of students; most learning activities are based on student needs; uses assessment results to plan for individuals and groups of students; lesson plans consistently show evidence of developmentally appropriate tasks and activities.
PPA%20rubric%209-25-13%20with%20SEI%20Standards.docx