Ongoing Application Knowledge Assessment Rubric (75 points possible) 15 Points 7 Points 4 Points 1 Point Activities Activities clearly Activities reflect No connection to No attempt is made relate to standards some connections standards can be to connect taught. Integration to standards, but no found and no assignment to of curriculum and integration of integration of evaluation criteria. attention to learning curriculum or curriculum or styles is evident. attention to attention to learning learning styles is styles is evident. evident. Assessment / The assessment is Assessment is Assessment Assessment is designed to designed to matches what was designed but Rubrics accurately measure accurately measure taught, but connection to student student attention to learning instruction is not understanding of the understanding of styles and obvious. Rubric is concept or skill the concept or skill appropriateness for not provided. taught, takes learning taught, but students is styles into account, attention to questionable. and is learning styles is Rubric design does developmentally weak or it is not not correlate with appropriate. The developmentally assessment. rubric closely appropriate. Rubric correlates to the closely correlates to assessment. assessment. Teacher Teacher is using Teacher growth can The teacher is able Teacher is information gained be found and to gain information documenting the Reflection of from activities to instruction is driven through teaching/learning Teaching/Learning drive future through activities, observations but sequence but does Sequence instruction. A but no description not analyze not make accurate description of what or support is given teaching/learning observations. worked, what didn’t for this planned sequence. work and why it is instruction. included to support planned future instruction. Conventions The document Some errors in There are many The document professional with grammar and errors in grammar cannot be attention to detail, spelling are evident, and spelling. The understood and grammar and but the document document does not does not look spelling. professional. look professional. professional. Presentation Careful preparation is The audience The audience The audience does made for an understands the understands the not understand the interactive presentation, but presentation, but presentation and presentation and the opportunities for there are no are no audience interaction are opportunities for opportunities for understands it. lacking. interaction interaction. Attendance and Participation Assessment Rubric
Ongoing Application Knowledge Assessment Rubric (75 points possible) 15 Points 7 Points 4 Points 1 Point Activities Activities clearly relate to standards taught. Integration of curriculum and attention to learning styles is evident. Activities reflect some connections to standards, but no integration of curriculum or attention to learning styles is evident. No connection to standards can be found and no integration of curriculum or attention to learning styles is evident. No attempt is made to connect assignment to evaluation criteria. Assessment / Rubrics The assessment is designed to accurately measure student understanding of the concept or skill taught, takes learning styles into account, and is developmentally appropriate. The rubric closely correlates to the assessment. Assessment is designed to accurately measure student understanding of the concept or skill taught, but attention to learning styles is weak or it is not developmentally appropriate. Rubric closely correlates to assessment. Assessment matches what was taught, but attention to learning styles and appropriateness for students is questionable. Rubric design does not correlate with assessment. Assessment is designed but connection to instruction is not obvious. Rubric is not provided. Teacher Reflection of Teaching/Learning Sequence Teacher is using information gained from activities to drive future instruction. A description of what worked, what didn’t work and why it is included to support planned future instruction. Teacher growth can be found and instruction is driven through activities, but no description or support is given for this planned instruction. The teacher is able to gain information through observations but not analyze teaching/learning sequence. Teacher is documenting the teaching/learning sequence but does not make accurate observations. Conventions The document professional with attention to detail, grammar and spelling. Some errors in grammar and spelling are evident, but the document professional. There are many errors in grammar and spelling. The document does not look professional. The document cannot be understood and does not look professional. Presentation Careful preparation is made for an interactive presentation and the audience understands it. The audience understands the presentation, but opportunities for interaction are lacking. The audience understands the presentation, but there are no opportunities for interaction The audience does not understand the presentation and are no opportunities for interaction. Attendance and Participation Assessment Rubric
EDPD%20%20820%20K%20%20Problem%20Based%20Learning%20for%20the%20Content%20Areas.docx