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iRubric: K371-CBA Project Rubric 2016a

iRubric: K371-CBA Project Rubric 2016a


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K371-CBA Project Rubric 2016a 
K371-CBA Project Rubric 2016
This rubric describes the criteria that will be assessed in the classroom based assessment project.
Rubric Code: F5BA4
Ready to use
Public Rubric
Subject: Education  
Type: Project  
Grade Levels: Undergraduate

Powered by iRubric Step 1: Gather Data
Student collected ample high quality evidence from the student’s teacher, classroom observation(s), and work samples to assess the target student’s math remediation needs. Student was careful to seek alignment among all sources of evidence and took appropriate steps to locate additional or alternative sources for any missing or incongruent information. All written work was excellent and the data collection process was made clear to the reader. Student provided written summaries of the teacher interview and student observation and copies of student work samples.
  Exemplary

40 pts

Accomplished

34 pts

Satisfactory

30 pts

Beginning

25 pts

Unacceptable

20 pts

Missing

0 pts

Step 1:
40 pts

Exemplary

Student made insightful connections between the various sources of data. Any missing data or any data incongruent with the other sources was investigated and reconciled. Steps were taken to assure all necessary data were available to make the assessment. All required components were submitted and work was of the highest caliber. Additional work beyond that required may be provided.
Accomplished

Student made connections between the various sources of data. Some effort was made to reconcile missing or incongruent data. Steps were taken to make sure all necessary data were available to make the assessment. All required components were submitted and work was high quality.
Satisfactory

Student made connections between the various sources of data. Some effort was made to reconcile missing or incongruent data. Steps were taken to make sure all necessary data were available to make the assessment. All required components were submitted and work was of average quality.
Beginning

Student attempted to make connections between the various sources of data. Sometimes effort was made to reconcile missing or incongruent data. Steps to make sure all necessary data were available to make the assessment were not always taken. Some required components may not have been submitted and work was of questionable quality.
Unacceptable

Student did not attempt to make connections between the various sources of data. Little if any effort was made to reconcile missing or incongruent data. No effort was made to make sure all necessary data were available to make the assessment. Some required components were not submitted and work was of very low quality.
Missing
Step 2: Assessment and Analysis
A complete error analysis is conducted over all work samples collected. Correct digit scoring technique is used to score each work sample. Specific error types are identified and tallied and error patterns are recognized. Results from the error analysis are checked for alignment with data from teacher interview. The specific area of need for the target student is clearly identified. A written summary of the error analysis is provided and a copy of the Error Analysis worksheet is attached.
  Exemplary

40 pts

Accomplished

34 pts

Satisfactory

30 pts

Beginning

25 pts

Unacceptable

20 pts

Missing

0 pts

Step 2:
40 pts

Exemplary

All technical aspects of the error analysis process including CD scoring are done completely and correctly. A detailed explanation of how the target skill was determined is included. Insight into the process is evident by the way the data from the various sources are aligned. All required components were submitted and work was of the highest caliber. Additional work beyond that required may be provided.
Accomplished

Technical aspects of the error analysis process including CD scoring are done completely and correctly with few exceptions. An explanation of how the target skill was determined is included. Understanding of the process is evident by the way the data from the various sources are used. All required components were submitted and work was high quality. Additional work beyond that required may be provided.
Satisfactory

Although technical aspects of the error analysis process including CD scoring are done with errors, an understanding of the process is evident. An explanation of how the target skill was determined is included. Understanding of the process is evident by the way the data from the various sources are used. All required components were submitted and work was of average quality.
Beginning

The error analysis process including CD scoring contained multiple errors indicating that the student may not have an understanding of the process. An explanation of how the target skill was determined is included, but unclear. Understanding of the process is uncertain by the way the data from the various sources are used. Some required components may not have been submitted and work was of questionable quality.
Unacceptable

The error analysis process including CD scoring contained multiple errors indicating that the student had little if any understanding of the process. An explanation of how the target skill was determined is unclear or missing. Lack of understanding of the process is evident by the way the data from the various sources are used. Some required components were not submitted and work was of very low quality.
Missing
Step 3: Instructional Plan
An instructional plan is created to address the specific need(s) identified in the assessment step. The plan includes at least one evidence-based strategy to be used with the target student. A description of how the strategy is to be used along with a general timeline for its use is included. The state standard that aligns with the goal is stated and lesson plans are provided.
  Exemplary

40 pts

Accomplished

34 pts

Satisfactory

30 pts

Beginning

25 pts

Unacceptable

20 pts

Missing

0 pts

Step 3:
40 pts

Exemplary

Complete alignment exists between the strategy, goal and state standard. A compelling reason is given for the selection of the strategy. The timeline and description of the plan are detailed and clear. All required summaries and attachments are well written and clear.
Accomplished

Reasonable alignment exists between the strategy, goal and state standard. A reason is given for the selection of the strategy. The timeline and description of the plan are clear. All required summaries and attachments are well written and clear.
Satisfactory

Some alignment exists between the strategy, goal and state standard. A reason is given for the selection of the strategy. The timeline and description of the plan are included. All required summaries and attachments are understandable, if not clear.
Beginning

Attempts were made to demonstrate alignment between the strategy, goal and state standard. A reason is given for the selection of the strategy. The timeline and description of the plan are included. Most required summaries and attachments are understandable, if not clear.
Unacceptable

Alignment between the strategy, goal and state standard is not addressed. No reason is given for the selection of the strategy. The timeline and description of the plan are incomplete. Required summaries and attachments are not understandable.
Missing
Step 4: Progress Monitoring
A graph is created using the process learned in class to display the target student's progress. As instruction is provided each week, the student's progress is plotted on the graph. Progress is analyzed weekly and instruction is adjusted accordingly. Probes used for baseline and weekly progress checks are attached along with completed graph.
  Exemplary

40 pts

Accomplished

34 pts

Satisfactory

30 pts

Beginning

25 pts

Unacceptable

20 pts

Missing

0 pts

Step 4:
40 pts

Exemplary

All technical aspects of the process including the building of the graph, plotting the scores, and creation of the probes are done correctly and yield accurate results. The probes align with the goal. Student progress is closely analyzed each week to determine if any change in instruction needs to occur.
Accomplished

All except for minor technical aspects of the process including the building of the graph, plotting the scores, and creation of the probes are done correctly and yield accurate results. The probes align with the goal. Student progress is analyzed to determine if any change in instruction needs to occur.
Satisfactory

Most technical aspects of the process including the building of the graph, plotting the scores, and creation of the probes are done correctly and yield accurate results. The probes at least partially align with the goal. Student progress is analyzed to determine if any change in instruction needs to occur.
Beginning

Some technical aspects of the process including the building of the graph, plotting the scores, and creation of the probes are done correctly. Mistakes may lead to inaccurate results. The probes may or may not partially align with the goal. Student progress is not adequately analyzed to determine if any change in instruction needs to occur.
Unacceptable

Serious mistakes are made in the building of the graph, plotting the scores, and creation of the probes. Mistakes lead to inaccurate results. The probes may or may not partially align with the goal. Student progress is not adequately analyzed to determine if any change in instruction needs to occur.
Missing
Step 5:Project Summary & Presentati
A written summary of the student's progress is provided to the host teacher. A poster with summary information from each of the first four steps of the CBA process is prepared and presented to the rest of the class.
  Exemplary

40 pts

Accomplished

34 pts

Satisfactory

30 pts

Beginning

25 pts

Unacceptable

20 pts

Missing

0 pts

Step 5:
40 pts

Exemplary

The teacher summary is well written and includes a detailed report of progress made. Insightful suggestions for further work are made. Tone of summary is professional.
Poster includes complete info on steps 1-4, making it easy for the reader to understand process and outcome. Poster is very neat and professional looking. Info is very clear and organized in an easily understandable way. All written work is college level and free of errors. APA formatting is accurately used for any citation
Accomplished

The teacher summary includes a detailed report of the progress made. Suggestions for further work with the student are made. Tone of the summary is professional.
Poster includes enough information on each of the first four steps for the reader to understand the process and the outcome. Poster is neat with a professional appearance. Information is organized in an understandable way. All written work is at a college level with few minor errors. APA formatting is used for any citations.
Satisfactory

The teacher summary includes a report of the progress made. Suggestions for further work with the student are made. Tone of the summary is mostly professional.
Poster includes enough information on each of the first four steps for the reader to get an idea of the process and the outcome. Poster has a neat appearance. Information is mostly organized in an understandable way. All written work is at a college level with some errors. APA formatting is used for any citations.
Beginning

The teacher summary may or may not include a complete picture of the progress made. Suggestions for further work with the student are missing or do not align with the report. Tone of the summary is informal.
Poster does not include enough information on steps 1-4 for the reader to understand the process and the outcome. Poster has a messy appearance. Information is disorganized. Some written work is at a college level with numerous errors. APA formatting is not always used for citations.
Unacceptable

The teacher summary does not include a complete picture of the progress made. Suggestions for further work with the student are missing or do not align with the report. Tone of the summary is informal.
Poster does not include enough information on steps 1-4 for the reader to understand the process and the outcome. Poster has a messy appearance. Information is disorganized. Written work is not at a college level and contains substantial errors. APA formatting is not used for citations.
Missing




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