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iRubric: English Clinical Assessment-- Peter rubric

iRubric: English Clinical Assessment-- Peter rubric


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English Clinical Assessment-- Peter 
English Clinical Assessment--University Supervisor
Summative assessment of student teacher's demonstrated performance of Conceptual Framework Outcomes
Rubric Code: N4A84
By cbezzy
Ready to use
Public Rubric
Subject: Education  
Type: (Other)  
Grade Levels: (none)

Powered by iRubric Eng. Clinical Assessment--Supv.
  Unacceptable

1 pts


Between Acceptable and Unacceptable

1.5 pts

Acceptable

2 pts


Between Target and Acceptable

2.5 pts

Target

3 pts

Communication

Unacceptable

• Discourages rapport with students, colleagues, and parents

• Struggles to express ideas clearly and appropriately or fails to use proper volume and pace

• Lacks consistent mechanics (e.g. grammar, punctuation, spelling) in all forms of writing
1.5

Demonstrated performance is between Acceptable and Unacceptable levels
Acceptable

• Successfully builds rapport with students, colleagues, and parents

• Expresses ideas clearly and appropriately and uses proper volume and pace

• Uses appropriate mechanics (e.g. grammar, punctuation, spelling) in all forms of writing

(NCTE 3.1, 3.2)
2.5

Demonstrated performance is between Target and Acceptable levels
Target

• Effectively builds rapport with students, colleagues, and parents

• Consistently expresses ideas clearly and appropriately and uses proper volume and pace

• Consistently uses appropriate mechanics (e.g. grammar, punctuation, spelling) in all forms of writing
Higher Order Thinking Skills

Unacceptable

• Ignores use of inquiry and problem solving in the classroom

• Asks very few, if any, higher order questions

•Hinders students’ critical thinking
1.5

Demonstrated performance is between Acceptable and Unacceptable levels
Acceptable

• Encourages development of inquiry and problem solving in the classroom

• Occasionally asks higher order questions

• Encourages students’ critical thinking

(NCTE 2.4, 4.6)
2.5

Demonstrated performance is between Target and Acceptable levels
Target

• Promotes active inquiry and problem solving throughout instruction

• Continually asks effective higher order questions

•Stimulates students’ critical thinking
Instructional Technology

Unacceptable

• Uses very little electronic media and technology in instruction

• Creates amateur looking materials

• Requires students to use little or no technology
1.5

Demonstrated performance is between Acceptable and Unacceptable levels
Acceptable

• Uses a variety of electronic media and technology in instruction

• Creates professional looking materials

•Requires students’ use of technology

(NCTE 3.6, 4.1, 4.5, 4.9)
2.5

Demonstrated performance is between Target and Acceptable levels
Target

• Applies a variety of innovative electronic media and technology in and throughout instruction

• Constructs effective professional looking materials that promote student learning

• Fosters and supports students’ inventive use of technology
Learning and Development

Unacceptable

• Uses few or ineffective methods for addressing learning styles

• Provides one form of instruction to learners, regardless of their needs

• Discourages participation among some students
1.5

Demonstrated performance is between Acceptable and Unacceptable levels
Acceptable

• Uses an assortment of appropriate methods for addressing learning styles

• Differentiates instruction to assist needs of learners

• Motivates students to participate

(NCTE 2.1, 3.7)
2.5

Demonstrated performance is between Target and Acceptable levels
Target

• Uses a variety of effective, research-based methods for accommodating learning styles

• Differentiates instruction to accommodate needs of all learners

• Motivates all students to participate
School Culture and Diversity

Unacceptable

• Avoids promoting active cooperation in the classroom, school, and community

• Treats students inequitably, shows favoritism, or fails to show respect and understanding

• Makes few accommodations for differences in language & culture

• Establishes a classroom atmosphere where students fear ridicule
1.5

Demonstrated performance is between Acceptable and Unacceptable levels
Acceptable

• Facilitates cooperation in the classroom, school, and community

• Treats students fairly, equitably with respect and understanding

• Accommodates differences in language & culture

• Creates an environment free of ridicule

(NCTE 2.2, 2.5, 4.4)
2.5

Demonstrated performance is between Target and Acceptable levels
Target

• Fosters cooperation in the classroom, school, and community

• Treats all students fairly, equitably and promotes respect and understanding

• Adapts effectively to differences in language & culture

• Creates an environment that is nurturing
Instructional Design and Delivery

Unacceptable

• Demonstrates insufficient or inaccurate knowledge of subject matter

• Selects content for instruction not aligned with key state or professional standards

• Designs lesson plans that distances subject matter from students’ worlds

• Aligns content with no or inappropriate state and professional standards

• Employs teaching methods that lack innovation or does not result in meaningful learning

• Provides for passive student learning most of the time
1.5

Demonstrated performance is between Acceptable and Unacceptable levels
Acceptable

• Demonstrates sufficient knowledge of subject matter

• Selects appropriate content for instruction with key state or professional standards

• Designs lesson plans that connects subject matter to students’ worlds

• Aligns content with state and professional standards

• Employs a variety of innovative teaching methods to create meaningful learning

•Provides for active student learning

(NCTE 2.6, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.5, 4.7, 4
2.5

Demonstrated performance is between Target and Acceptable levels
Target

• Demonstrates extensive, relevant knowledge of subject matter

• Aligns content for instruction with key state or professional standards

• Designs lesson plans explicitly that link subject matter acutely to students’ worlds

• Regularly employs a variety of selected innovative teaching methods to create significant learning

• Prepares, guides and reinforces active student learning
Classroom Management

Unacceptable

• Demonstrates minimal organizational skills & preparedness

• Sets unclear or unattainable student expectations

• Manages time ineffectively

• Neglects or loses students’ attention during instruction

• Creates an unwelcoming atmosphere with little flexibility

• Attends to only some students

• Uses inappropriate methods or punishments to teach behavior
1.5

Demonstrated performance is between Acceptable and Unacceptable levels
Acceptable

• Demonstrates organizational skills & preparedness

• Clearly states student expectations

• Manages time effectively

• Captures and maintains students’ attention during instruction

• Creates an inviting atmosphere

• Monitors the classroom and divides attention among all students

• Uses positive methods to teach behavior

(NCTE 2.1, 4.1, 4.4)
2.5

Demonstrated performance is between Target and Acceptable levels
Target

• Demonstrates outstanding organizational skills & preparedness

• Clearly establishes and states student expectations

• Manages time effectively within and between instructional lessons

• Captures and maintains students’ attention and involvement throughout instruction

• Creates a welcoming, supportive and flexible atmosphere

• Monitors all classroom activities and attends to the needs of all students

• Uses positive methods to teach optima
Assessment and Evaluation

Unacceptable

• Monitors students’ understanding infrequently or inappropriately

• Makes inappropriate instructional adjustments based on assessments

• Grades student work inaccurately and/or provides feedback in an untimely manner

• Teaches without regard to instructional levels of students

• Uses few assessment strategies to evaluate the objectives

• Makes no adaptations to assessments for students with special needs
1.5

Demonstrated performance is between Acceptable and Unacceptable levels
Acceptable

• Monitors students’ understanding and identifies needs

• Makes instructional adjustments based on assessment data

• Grades student work and provides feedback in a timely manner

• Teaches to instructional levels of students

• Uses multiple assessment strategies to evaluate learning objectives

• Adapts assessments for students with special needs

(NCTE 4.10)
2.5

Demonstrated performance is between Target and Acceptable levels
Target

• Monitors students’ understanding regularly to identify their specific needs

• Makes consistent instructional adjustments based on assessments

• Grades student work and provides instructive feedback in a timely manner

• Teaches to instructional levels of all students

• Uses an appropriate variety of multiple assessment strategies to evaluate learning objectives

• Adapts assessments and procedures for students with special needs
Professional Development

Unacceptable

• Demonstrate self as undependable

• Lacks confidence and maturity

• Avoids participation and ignores constructive criticism and suggestions

• Demonstrates a disinterest in teaching

• Chooses not to participate in professional development activities

• Works alone, maintaining little contact with school personnel, families and community
1.5

Demonstrated performance is between Acceptable and Unacceptable levels
Acceptable

• Demonstrates dependability

• Appears professional, confident, and mature

• Welcomes constructive criticism and suggestions

• Shows enthusiasm and commitment for teaching

• Participates in professional development activities

• Works collaboratively with school personnel, families and community

(NCTE 2.3)
2.5

Demonstrated performance is between Target and Acceptable levels
Target

• Demonstrates responsibility and dependability

• Appears professional, confident, mature, poised, and seasoned

• Invites constructive criticism and suggestions

• Demonstrates a passion and strong commitment for teaching

• Seeks opportunities for professional development activities

• Establishes collaborative working relationships with school personnel, families and community



Keywords:
  • Student Teaching, Conceptual Framework Outcomes, Clinical Assessment

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