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iRubric: IUN M480 Impact on Student Learning rubric

iRubric: IUN M480 Impact on Student Learning rubric


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IUN M480 Impact on Student Learning 
IUN M480 Impact on Student Learning
Rubric Code: G5BA3
Ready to use
Public Rubric
Subject: Education  
Type: Assignment  
Grade Levels: (none)

Powered by iRubric Impact on Student Learning
  Unacceptable

1 pts

Acceptable

2 pts

Target

3 pts

Pre-Assessment
0 %

Unacceptable

•Pre-assessment strategy is missing or inappropriate for the identified concepts or skills/processes

•Conclusions indicate inattentiveness to the demands of conceptual understanding or skills/processes
Acceptable

•Pre-assessment strategy is appropriate for the identified concepts or skills/processes

•Conclusions indicate awareness of the demands of conceptual understanding or skills/processes
Target

•Pre-assessment strategy is appropriate for the identified concepts or skills/processes

•Conclusions indicate professional insight into the demands of conceptual understanding or skills/processes
Lesson Plan
0 %

Unacceptable

•Applicable SPA Standards and Indiana Academic Standards items not identified or are inaccurate

•Lesson is incomplete, fails to use the prescribed guidelines & template

•Lesson objectives and teaching strategies do not focus on the identified concepts or skills/processes

•Justification establishes weak or no connections between instructional needs and the design of teaching strategies
Acceptable

•Applicable SPA Standards and Indiana Academic Standards items are identified accurately

•Lesson is planned thoroughly, using the prescribed guidelines & template

•Lesson objectives and teaching strategies focus on the identified concepts or skills/processes

•Justification establishes solid connections between instructional needs and the design of teaching strategies
Target

•Applicable SPA Standards and Indiana Academic Standards items are identified sufficiently & accurately

•Lesson is planned thoroughly, using the prescribed guidelines & template

•Lesson objectives and teaching strategies focus on the identified concepts or skills/processes

•Justification establishes strong connections between instructional needs and the design of teaching strategies
Assessment
0 %

Unacceptable

•Post-lesson assessment does not measure the identified concepts or skills/processes

•Student work samples fail to reflect evident degrees of proficiency
Acceptable

•Post-lesson assessment strategy is appropriate for the identified concepts or skills/processes

•Student work samples reflect evident degrees of proficiency
Target

•Post-lesson assessment strategy is effective for the identified concepts or skills/processes

•Student work samples reflect obvious differentiated degrees of proficiency
Evaluation
0 %

Unacceptable

•Summary table is poorly organized and/or incomplete

•Explanation of degrees of proficiency indicates serious misunderstanding of the identified concepts or skills/processes

•Explanation of degrees of proficiency is lacks support in examples of students’ work
Acceptable

•Summary table is well-organized and complete

•Explanation of degrees of proficiency indicates accurate understanding of the identified concepts or skills/processes

•Explanation of degrees of proficiency is grounded in examples of students’ work
Target

•Summary table is efficient, complete & concise

•Explanation of degrees of proficiency indicates precise understanding of the identified concepts or skills/processes

•Explanation of degrees of proficiency is well-grounded in examples of students’ work
Reflection
0 %

Unacceptable

•Consideration of teaching effectiveness is incomplete and unsupported in evidence

•Consideration of teaching limitations/faults is incomplete and lacking in evidence

•Recommendations for improvement are unrelated to evidence and evaluation
Acceptable

•Consideration of teaching effectiveness is thorough and grounded in evidence

•Consideration of teaching limitations/faults is thorough and grounded in evidence

•Recommendations for improvement relate to the evidence and evaluation
Target

•Consideration of teaching effectiveness is thorough and grounded in evidence

•Consideration of teaching limitations/faults is methodical and cemented in evidence

•Recommendations for improvement are consequent from the evidence and evaluation
Overall Score
100 %

Passing - no Unacceptable scores allowed

Acceptable - rubric must be all 2s or better

Target - scores of at least 4 3s or better
Unacceptable
Acceptable
Target



Keywords:
  • M425, Elementary, Impact on Student Learning, SPA Assessment 4

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