Rating 1 2 3 Score → Indicator Indicator Not Met Indicator Partially Indicator Met ↓ Met Interpretation of No evidence or Provides evidence Uses evidence to 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 rationale for why successful and successful and Effective 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 success or thorough reasons lack thereof on theory or (limited use of research) for their theory, research or success or lack professional thereof. Assumes knowledge). active responsibility for his/her professional success. Alignment Does not connect Connects learning Logically and Among learning objectives, objectives, extensively instruction, and instruction, and connects learning Objectives, Instruction and assessment results assessment results objectives, Assessment in the discussion of in the discussion of instruction, and student learning student learning assessment results GP 4 and effective and effective in the discussion of instruction and/or instruction. student learning
Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Score 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. 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 success or lack thereof (limited use of theory, research or professional knowledge). Identifies successful and unsuccessful activities and assessments and provides plausible, thorough reasons on theory or research) for their success or lack thereof. Assumes active responsibility for his/her professional success. Alignment Among Objectives, Instruction and Assessment GP 4 Does not connect learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction and/or Connects learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction. Logically and extensively connects learning objectives, instruction, and assessment results in the discussion of student learning
tws-rubrics-for-secondary-revised-summer-2013.docx