final product is shared with the classroom faculty at the school where the candidate worked with the student (Standard 5.2). This final portion helps to reinforce the importance of collaborative work with families and other professionals (Standards 4, 5.1). Rubric for Tutoring Project (Key Assessment #5 ELED) Approaches Meets Exceeds 6.5 7 7.5 8 8.5 9.0 9.5 10 Many errors in Assessments administered In addition to “meets,” administration or scoring. correctly nearly all the time. all assessments always Or assessment information Assessments scored and correctly administered, ignored or misinterpreted interpreted correctly nearly all scored, and interpreted. when selecting the time. Uses and correctly In addition 2 or more of instructional materials or interprets available school the following: strategies. Or assessment data. Uses Unusually deep, inappropriate assessments assessment information to insightful, & selected. Or no list guide instructional choices. sophisticated analysis, Assessment for provided. Appropriate conclusions creative & appropriate Instruction drawn from assessment data. choice of add’l AECI St. 4 Selection of assessments assessments, appropriate for student. Pre- exceptional use of data and post-assessments given to guide instructional enabling measurement of choices. growth. Mix of assessments used assists in pinpointing academic difficulties and their causes. A summary list provided.
final product is shared with the classroom faculty at the school where the candidate worked with the student (Standard 5.2). This final portion helps to reinforce the importance of collaborative work with families and other professionals (Standards 4, 5.1). Rubric for Tutoring Project (Key Assessment #5 ELED) Approaches 6.5 7 7.5 Meets 8 8.5 9.0 Exceeds 9.5 10 Assessment for Instruction AECI St. 4 Many errors in administration or scoring. Or assessment information ignored or misinterpreted when selecting instructional materials or strategies. Or inappropriate assessments selected. Or no list provided. Assessments administered correctly nearly all the time. Assessments scored and interpreted correctly nearly all the time. Uses and correctly interprets available school assessment data. Uses assessment information to guide instructional choices. Appropriate conclusions drawn from assessment data. Selection of assessments appropriate for student. Pre- and post-assessments given enabling measurement of growth. Mix of assessments used assists in pinpointing academic difficulties and their causes. A summary list provided. In addition to “meets,” all assessments always correctly administered, scored, and interpreted. In addition 2 or more of the following: Unusually deep, insightful, & sophisticated analysis, creative & appropriate choice of add’l assessments, exceptional use of data to guide instructional choices.
2014-2015-CAS-Education-Program-Review-and-Assessment.docx