iRubric: IUTPA Elementary Education Rubric

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IUTPA Elementary Education Rubric Rubric Code: E59A7 Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Undergraduate

Task 1 Descriptions Planning for Literacy Instruction and Assessment
	Level 1 1 pts	Level 2 2 pts	Level 3 3 pts	Level 4 4 pts	Level 5 5 pts
Rubric 1 Planning for Literacy Learning	Level 1 Plans focus solely on literacy skills without connections to any strategy for comprehending or composing text. OR Significant content inaccuracies that will lead to student misunderstandings. OR Standards, objectives, learning tasks, and materials are not aligned with each other.	Level 2 Plans for instruction support student learning of skills with vague connections to strategies for comprehending or composing text.	Level 3 Plans for instruction build on each other to support learning of skills with clear connections to the essential literacy strategy for comprehending or composing text.	Level 4 Plans for instruction build on each other to create a meaningful context that supports learning of skills with clear and consistent connections to the essential literacy strategy for comprehending or composing text.	Level 5 Plans build an authentic connection between reading and writing. Candidate explains how s/he will use learning tasks and materials to lead students to independently apply the essential strategy and identified skills.
Rubric 2 Planning to Support Varied Student Learning Needs	Level 1 There is little or no evidence of planned supports. OR Candidate does not attend to requirements in IEPs and 504 plans.	Level 2 Planned supports are loosely tied to learning objectives or the central focus of the learning segment. AND Candidate attends to requirements in IEPs and 504 plans.	Level 3 Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. AND Candidate attends to requirements in IEPs and 504 plans.	Level 4 Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans.	Level 5 Supports include specific strategies to identify and respond to common developmental approximations or misconceptions.
Rubric 3 Using Knowledge of Students to Inform Teaching and Learning	Level 1 Candidate’s justification of learning tasks is either missing OR represents a deficit view of students and their backgrounds.	Level 2 Candidate justifies learning tasks with limited attention to students’ prior academic learning OR personal/cultural/community assets.	Level 3 Candidate justifies why learning tasks (or their adaptations) are appropriate using ● examples of students’ prior academic learning OR ● examples of personal/cultural/ community assets Candidate makes superficial connections to research and/or theory.	Level 4 Candidate justifies why learning tasks (or their adaptations) are appropriate using • examples of students’ prior academic learning • examples of personal/cultural/ community assets Candidate makes connections to research and/or theory.	Level 5 Candidate’s justification is supported by principles from research and/or theory.
Rubric 4 Identifying and Supporting Language Demands	Level 1 Language demands5 identified by the candidate are not consistent with the selected language function6 OR task. OR Language supports are missing or are not aligned with the language demand(s) for the learning task.	Level 2 Candidate identifies vocabulary as the major language demand associated with the language function. Attention to additional demands is superficial. Language supports primarily address definitions of vocabulary.	Level 3 Candidate identifies vocabulary and additional language demand(s) associated with the language function. Plans include general support for use of vocabulary as well as additional language demand(s).	Level 4 Candidate identifies vocabulary and additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary as well as additional language demand(s). Candidate identifies vocabulary and additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary as well as additional language demand(s).	Level 5 Instructional supports are designed to meet the needs of students with different levels of language learning.
Rubric 5 Planning Assessments to Monitor and Support Student Learning	Level 1 The assessments only provide evidence of students' use of skills. AND Assessment adaptations required by IEP or 504 plans are not made. Assessments are not aligned with the central focus and standards/objectives for the learning segment.	Level 2 The assessments provide limited evidence to monitor students’ use of the essential strategy OR skills during the learning segment. Assessment adaptations required by IEP or 504 plans are made.	Level 3 The assessments provide evidence to monitor students’ use of the essential strategy and skills during the learning segment. Assessment adaptations required by IEP or 504 plans are made.	Level 4 The assessments provide multiple forms of evidence to monitor students’ use of the essential strategy and skills throughout the learning segment. Assessment adaptations required by IEP or 504 plans are made.	Level 5 The assessments are strategically designed to allow individuals or groups with specific needs to demonstrate their learning.
Task 2 Instructing and Engaging Students in Literacy Learning
	Level 1 1 pts	Level 2 2 pts	Level 3 3 pts	Level 4 4 pts	Level 5 5 pts
Rubric 6 Learning Environment	Level 1 The clip(s) reveal evidence of disrespectful interactions between teacher and students or between students. OR Candidate allows disruptive behavior to interfere with student learning.	Level 2 The candidate demonstrates respect for students. Candidate provides a learning environment that serves primarily to control student behavior, and minimally supports the learning goals.	Level 3 The candidate demonstrates rapport with and respect for students. Candidate provides a positive, low-risk social environment that reveals mutual respect among students.	Level 4 The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that promotes mutual respect among students.	Level 5 The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that provides opportunities to express varied perspectives and promotes mutual respect
Rubric 7 Engaging Students in Learning	Level 1 In the clip(s), students are participating in tasks that are vaguely or superficially related to the central focus. There is little or no evidence that the candidate links students’ prior academic learning or personal, cultural, or community assets with new learning. OR Links cause student confusion.	Level 2 In the clip(s), students are participating in learning tasks focusing primarily on skills with little attention to the essential strategy for comprehending or composing text. Candidate makes vague or superficial links between prior academic learning and new literacy learning.	Level 3 In the clip(s), students are engaged in learning tasks that address their understandings of requisite skills and the essential literacy strategy for comprehending or composing text. Candidate links prior academic learning to new learning.	Level 4 In the clip(s), students are engaged in learning tasks that integrate their understandings of requisite skills and the essential literacy strategy for comprehending or composing text. Candidate links both prior academic learning and personal, cultural, or community assets to new learning.	Level 5 In the clip(s), students are engaged in learning tasks that deepen and extend their understandings of requisite skills and the essential literacy strategy for comprehending or composing text. Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning.
Rubric 8 Deepening Student Learning	Level 1 Candidate does most of the talking and the students provide few responses. OR Candidate responses include significant content inaccuracies that will lead to student misunderstandings.	Level 2 Candidate primarily asks surface-level questions and evaluates student responses as correct or incorrect.	Level 3 Candidate elicits student responses to support use of literacy skills or the essential strategy.	Level 4 Candidate elicits and builds on students’ responses to explicitly portray, extend, or clarify the literacy strategy.	Level 5 Candidate facilitates interactions among students so they can evaluate their own abilities to apply the essential strategy in meaningful reading or writing contexts.
Rubric 9 Subject-Specific Pedagogy	Level 1 Candidate does not teach students how to use the key strategy to support comprehension or composition. OR There is a clear mismatch between or among strategies, skills, and students’ readiness to learn. OR Materials used in the clip(s) include significant content inaccuracies that will lead to student misunderstandings.	Level 2 Candidate models the key strategy or skills without opportunities for students to practice or apply them.	Level 3 Candidate models the key strategy with limited opportunities for practice.	Level 4 Candidate explicitly teaches students how to apply the strategy and provides opportunities for guided practice.	Level 5 Candidate explicitly teaches students when to apply the strategy in meaningful contexts.
Rubric 10 Analyzing Teaching Effectiveness	Level 1 Candidate suggests changes unrelated to evidence of student learning..	Level 2 Candidate proposes changes that are focused primarily on improving directions for learning tasks or task/behavior management.	Level 3 Candidate proposes changes that address students’ collective learning needs related to the central focus. Candidate makes superficial connections to research and/or theory.	Level 4 Candidate proposes changes that address individual and collective learning needs related to the central focus. Candidate makes connections to research and/or theory.	Level 5 Candidate justifies changes using principles of research and/or theory.
Task 3 Assessing Students' Literacy Learning
	Level 1 (N/A)	Level 2 (N/A)	Level 3 (N/A)	Level 4 (N/A)	Level 5 (N/A)
Rubric 11 Analysis of Student Learning	Level 1 The analysis is superficial or not supported by either student work samples or the summary of student learning. The evaluation criteria are not aligned with the learning objectives and/or analysis. OR The analysis is not aligned with the learning objectives.	Level 2 The analysis focuses on what students did right OR wrong using evidence from the summary or work samples.	Level 3 The analysis focuses on what students did right AND wrong and is supported with evidence from the summary and work samples. Analysis includes some differences in whole class learning.	Level 4 Analysis uses specific examples from work samples to demonstrate patterns of student learning consistent with the summary. Patterns are described for whole class.	Level 5 Analysis uses specific evidence from work samples to demonstrate the connections between quantitative and qualitative patterns of student learning for individuals or groups.
Rubric 12 Providing Feedback to Guide Further Learning	Level 1 Feedback is unrelated to the learning objectives OR is inconsistent with the analysis of the student’s learning. OR Feedback contains significant content inaccuracies. OR Feedback is expressed in a way that is disrespectful to students or is developmentally inappropriate.	Level 2 Feedback addresses only errors OR strengths generally related to the learning objectives. OR Feedback is inconsistently provided to focus students.	Level 3 Feedback is accurate and primarily focuses on either errors OR strengths related to specific learning objectives, with some attention to the other. Feedback is provided consistently for the focus students.	Level 4 Feedback is accurate and addresses both strengths and needs related to specific learning objectives. Feedback is provided consistently for the focus students.	Level 5 Candidate describes how s/he will guide focus students to use feedback to evaluate their own strengths and needs.
Rubric 13 Student Use of Feedback	Level 1 Opportunities for applying feedback are not described. OR Candidate provides limited or no feedback to inform student learning.	Level 2 Candidate provides vague explanation for how focus students will use feedback to complete current or future assignments.	Level 3 Candidate describes how focus students will use feedback on their strengths and weaknesses to revise their current work, as needed.	Level 4 Candidate describes how s/he will support focus students to use feedback on their strengths and weaknesses to deepen understandings and skills related to their current work.	Level 5 Candidate guides focus students to generalize feedback beyond the current work sample.
Rubric 14 Analyzing Students’ Language Use and Literacy Learning	Level 1 Candidate identifies language use that is superficially related or unrelated to the language demands (function,7 vocabulary and additional demands). OR Candidate does not address students’ repeated misuse of vocabulary.	Level 2 Candidate provides evidence that students use vocabulary associated with the language function.	Level 3 Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demand(s).	Level 4 Candidate explains and provides evidence of students’ use of the language function, vocabulary, and additional language demand(s) in ways that develop content understandings.	Level 5 Candidate explains and provides evidence of language use and content learning for students with varied needs.
Rubric 15 Using Assessment to Inform Instruction	Level 1 Next steps do not follow from the analysis. OR Next steps are not relevant to the standards and learning objectives assessed. OR Next steps are not described in sufficient detail to understand them.	Level 2 Next steps focus on repeating instruction, pacing, or classroom management issues.	Level 3 Next steps propose general support that improves student learning related to • the essential literacy strategy OR • requisite skills Next steps are loosely connected with research and/or theory.	Level 4 Next steps provide targeted support to individuals or groups to improve their learning relative to: • the essential literacy strategy • requisite skills Next steps are connected with research and/or theory.	Level 5 Next steps provide targeted support to individuals and groups to improve their learning relative to: • the essential literacy strategy • requisite skills Next steps are justified with principles from research and/or theory.
Task 4 Elementary Mathematics Assessment Task
	Level 1 (N/A)	Level 2 (N/A)	Level 3 (N/A)	Level 4 (N/A)	Level 5 (N/A)
Rubric 16 Analyzing Whole Class Understandings	Level 1 The evaluation criteria, learning objectives, summary and/or analysis are not aligned with each other. There are significant content inaccuracies that affect analysis.	Level 2 Candidate identifies what students did right OR wrong related to • conceptual understanding, • procedural fluency, OR • mathematical reasoning/problem solving.	Level 3 Candidate identifies what students did right AND wrong related to • conceptual understanding AND • procedural fluency or mathematical reasoning/problem solving.	Level 4 Candidate identifies and explicitly connects patterns of learning to • conceptual understanding AND • procedural fluency or mathematical reasoning/problem solving.	Level 5 Candidate describes the relationship between or among patterns of learning.
Rubric 17 Analyzing Individual Student Work Samples	Level 1 The analysis is not supported by student work samples.	Level 2 Candidate selects student work samples that are loosely connected to identified student struggles (errors, confusions, or partial understandings).	Level 3 Candidate uses evidence from the 3 focus student work samples to identify the specific student struggles (errors, confusions, or partial understandings).	Level 4 Candidate uses evidence from the 3 focus student work samples to explain the student struggles (errors, confusions, or partial understandings) in relation to the related mathematical concepts.	Level 5 Analysis includes explicit connections between th identified area of strugg and underlying mathematical understandings and misconceptions.
Rubric 18 Using Evidence to Reflect on Teaching	Level 1 Candidate states whether or not the re-engagement strategy was effective without providing evidence from student work samples. OR What the candidate cites as evidence of student learning does not align with the student work samples. OR Targeted learning objective/goal is not aligned with the identified area of struggle.	Level 2 Candidate states whether or not the re-engagement strategy was effective and provides superficial evidence from student work samples.	Level 3 Candidate uses evidence of student learning from the 3 student work samples to describe whether or not the re-engagement strategy was effective.	Level 4 Candidate uses specific evidence of student learning from the 3 student work samples to evaluate whether or not the re-engagement strategy was effective.	Level 5 Candidate analyzes the change in student mathematical understanding or misconceptions using evidence from the re-engagement lesson.

Subjects:

Education

Types:

Assessment

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