goal-5

3.b. Rubrics - 3 examples

Fri, 24 Jun 2011 08:58:10 +0100

One way in which I plan, teach, and assess to best serve my students is by using rubrics. In planning instruction, I decide what sort of performances I would like to see my students produce to "meet the standard", and create a rubric from there. Then, in teaching, I can provide the rubric, making it clear to my students what they are expected to know and be able to do. Finally, in grading my students with a rubric, I can quickly provide them with individualized feedback to guide their continued learning and improvement.

Below is a selection of three, rather diverse rubrics from my collection. The first one I modified, the second one I stole, and the third one is all my own!

1. Based on the 6 traits, this rubric is for assessing the 3 mini-essays that the Honors English 10 students wrote about the Adventures of Huckleberry Finn: Mini-Essay Rubric
2. This rubric is for assessing the attorney during the to Kill a Mockingbird mock trial final activity: Attorney Rubric
3. This rubric is for assessing mandalas, art projects students created to symbolize themselves: Mandala Rubric

5.a. Coursework for Backwards Design Course (9 Assignments)

Thu, 23 Jun 2011 06:14:14 +0100

For Tom Pennington's ED620 Curriculum Development course, we focused exclusively on the method called Backward Design, pioneered by Wiggins and McTighe. This method of unit and lesson planning focuses on determining the goals for student learning and how the students will be assessed, and then planning instruction "backwards" from there.

The coursework for this class serves as an excellent example of my demonstration of performance. 5.a., which requires that I "understand how to plan for instruction that is based on student needs and curriculum goals".

Backwards Design Coursework (9 assignments)

5.c. Refer to Teacher Work Sample

Thu, 23 Jun 2011 05:56:54 +0100

Please refer to Factor 3 (pages 13-20), Factor 4 (pages 21-31), and Factor 5 (pages 32-37) of my Teacher Work Sample for evidence that I have met performance 5.c.:

Teacher Work Sample

5.c. Refer to Evaluations

Thu, 23 Jun 2011 05:57:08 +0100

Please refer to my Final Intern Evaluation for evidence that I have met performance 5.c. For Goal 5, I received a rating of “5”: “Exceeds Goals”.

Intern Evaluation, Spring 2011
Please note that this final evaluation summarizes all relevant material from my Fall Intern Evaluation.

5.b. Refer to Evaluations

Thu, 23 Jun 2011 05:55:13 +0100

Please refer to my Final Intern Evaluation for evidence that I have met performance 5.b. For Goal 5, I received a rating of “5”: “Exceeds Goals”.

Intern Evaluation, Spring 2011
Please note that this final evaluation summarizes all relevant material from my Fall Intern Evaluation.

5.b. Refer to Teacher Work Sample

Thu, 23 Jun 2011 05:53:14 +0100

Please refer to Factor 3 (pages 13-20), Factor 4 (pages 21-31), and Factor 5 (pages 32-37) of my Teacher Work Sample for evidence that I have met performance 5.b.:

Teacher Work Sample

5.a. Refer to Evaluations

Thu, 23 Jun 2011 05:53:36 +0100

Please refer to my Final Intern Evaluation for evidence that I have met performance 5.a. For Goal 5, I received a rating of “5”: “Exceeds Goals”.

Intern Evaluation, Spring 2011
Please note that this final evaluation summarizes all relevant material from my Fall Intern Evaluation.

5.a. Refer to Portfolio Writings from 2.b., 3.b., & 4.b

Thu, 23 Jun 2011 05:49:32 +0100

Please refer to my Portfolio Writings from 2.b., 3.b., and 4.b. for evidence that I have met performance 5.a.

2.b. Portfolio Writing: Developmental Levels

3.b. Portfolio Writing: Differentiating Instruction

4.b. Portfolio Writing: Connecting Content