achieved and made achieved and made made progress progress toward progress toward toward each each learning most learning learning objective. objective. objectives. Reflection and Self-Evaluation Rubric TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Rating 1 2 3 TWS → Indicator Indicator Not Met Indicator Partially Indicator Met Minimal ↓ Met Interpretation of No evidence or Provides evidence Uses evidence to 2 Student Learning reasons provided to with basic support conclusions support conclusions hypotheses to drawn in “Analysis GP 4 drawn in support conclusions of Student “Analysis DP 5 of Student drawn in Learning” section. “Analysis Learning” section. of Student Explores multiple Learning” section hypotheses about that show of the students and professional his/her own knowledge. teaching for why some students did not meet learning objectives. Explicitly analyzes the role of professional knowledge in analyzing his/her responsibilities for student learning. Insights on Provides no Identifies Identifies 2 Effective rationale for why successful and successful and Instruction and some activities or unsuccessful unsuccessful Assessment assessments were activities or activities and more successful assessments and assessments and than others. plausible reasons provides plausible, GP 2 for their success or thorough reasons lack thereof (based on theory or
achieved and made progress toward each learning objective. achieved and made progress toward most learning objectives. made progress toward each learning objective. Reflection and Self-Evaluation Rubric TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met TWS Minimal Interpretation of Student Learning GP 4 DP 5 No evidence or reasons provided to support conclusions drawn in “Analysis of Student Learning” section. Provides evidence with basic hypotheses to support conclusions drawn in “Analysis of Student Learning” section that show of professional knowledge. Uses evidence to support conclusions drawn in “Analysis of Student Learning” section. Explores multiple hypotheses about the students and his/her own teaching for why some students did not meet learning objectives. Explicitly analyzes the role of professional knowledge in analyzing his/her responsibilities for student learning. 2 Insights on Effective Instruction and Assessment GP 2 Provides no rationale for why some activities or assessments were more successful than others. Identifies successful and unsuccessful activities or assessments and plausible reasons for their success or lack thereof Identifies successful and unsuccessful activities and assessments and provides plausible, thorough reasons (based on theory or 2
tws-minimal-scores-for-elementary-undergraduates.docx