MCAS-Alt RUBRIC for Scoring Portfolio Strands 1 2 3 4 5 Portfolio strand reflects Student primarily addresses Student addresses curriculum Student addresses a narrow Student addresses a broad little or no basis in, or is motor and communication framework standards that have sample of curriculum framework range of curriculum framework Level unmatched to, curriculum skills” during instruction been modified below standards (1 or 2) at grade-level standards (3 or more) at “access of framework learning based on curriculum framework level expectations in this expectations in this strand. level expectations in this strand. Complexity standard(s) required for standards in this strand. strand. assessment. M 1 2 3 4 The portfolio strand Student’s performance is Student’s performance is Student’s performance is mostly Student’s performance is Demonstration contains insufficient primarily inaccurate limited and inconsistent with accurate and demonstrates some accurate and is of consistently of Skills information to determine a and demonstrates minimal regard to accuracy and understanding in this strand high quality in this strand score. understanding in this strand demonstrates limited (51–75% accurate). (76–100% accurate). and Concepts (0–25% accurate). understanding in this strand (Accuracy) (26–50% accurate). The portfolio strand Student requires extensive Student requires frequent Student requires some verbal, Student requires minimal verbal, contains insufficient verbal, visual, and physical verbal, visual, and physical visual, and physical assistance to visual, and physical assistance information to determine a assistance to demonstrate assistance to demonstrate demonstrate skills and concepts in to demonstrate skills and Independence skills and concepts in this skills and concepts in this this strand (51–75% independent). concepts in this strand strand (0–25% independent). strand (26–50% independent). (76–100% independent). Evidence of planning, Student infrequently plans, Student plans, self-corrects task- self-corrects monitors, sets monitors, sets goals, and monitoring, goal-setting, and reflects in this content reflects in this content area — and reflection was not area only one example of multiple examples of Self-Evaluation — found in the student’s self-evaluation was found in were found in this portfolio in this content this strand. strand. area. Student demonstrates Student demonstrates knowledge and skills in one knowledge and skills in multiple Generalized context or uses one approach contexts or uses multiple and/or method of response and approaches and/or methods of Performance participation in this strand. response and participation in this strand.
MCAS-Alt RUBRIC for Scoring Portfolio Strands 1 2 3 4 5 Level of Complexity Portfolio strand reflects little or no basis in, or is unmatched to, curriculum framework learning standard(s) required for assessment. Student primarily addresses motor and communication “access skills” during instruction based on curriculum framework standards in this strand. Student addresses curriculum framework standards that have been modified below expectations in this strand. Student addresses a narrow sample of curriculum framework standards (1 or 2) at grade-level expectations in this strand. Student addresses a broad range of curriculum framework standards (3 or more) at expectations in this strand. M 1 2 3 4 Demonstration of Skills and Concepts (Accuracy) The portfolio strand contains insufficient information to determine a score. Student’s performance is primarily inaccurate and demonstrates minimal understanding in this strand (0–25% accurate). Student’s performance is limited and inconsistent with regard to accuracy and demonstrates limited understanding in this strand (26–50% accurate). Student’s performance is mostly accurate and demonstrates some understanding in this strand (51–75% accurate). Student’s performance is accurate and is of consistently high quality in this strand (76–100% accurate). Independence The portfolio strand contains insufficient information to determine a Student requires extensive verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (0–25% independent). Student requires frequent verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (26–50% independent). Student requires some verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (51–75% independent). Student requires minimal verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (76–100% independent). Self-Evaluation Evidence of planning, task- monitoring, goal-setting, and reflection was not found in the student’s portfolio in this content area. Student infrequently plans, self-corrects monitors, sets and reflects in this content area — only one example of self-evaluation was found in this strand. Student plans, self-corrects monitors, sets goals, and reflects in this content area — multiple examples of were found in this strand. Generalized Performance Student demonstrates knowledge and skills in one context or uses one approach and/or method of response and participation in this strand. Student demonstrates knowledge and skills in multiple contexts or uses multiple approaches and/or methods of response and participation in this strand. level level
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