Scoring Guide

Scoring Guide for ECE/Elementary Work Sample

Component 5 3 1

A. Rationale
Articulate a viable rationale for development of the unit and teaching and learning methods employed.
Includes all key pieces. Why are you teaching this lesson? What is compelling about the lesson? Why is it relevant, appropriate and motivating for your students? How will the student needs and ideas be incorporated?
Planned methods are thoughtful, integrative, appropriate, support your goals and are compatible with your philosophy.
Includes most of the key pieces.

Planned methods are appropriate and support goals or philosophy.

Several key pieces are missing.

Planned methods are not appropriate, not integrative, and do not support goals.

B. Assessment

Design pre-instruction assessment to determine students' needs, interests, ideas and prior level of understanding.
Assessment tool(s) validly and appropriately evaluate students’ needs, interests, ideas, and measure(s)
prior content knowledge and skills of students for most unit learning goals.

Includes scoring guide with clear descriptors of student performance.

Assessment tool designed to obtain assessment data on at least three individuals (one high achieving, one average, and one low).
Assessment tool(s) validly and appropriately evaluates students’ needs, interests, ideas, and measure(s)
prior content knowledge and skills of students for some unit learning goals.

Includes scoring guide with descriptors of student performance.

Assessment tool designed to obtain assessment data on at least three individuals (one high achieving, one average, and one low).
Assessment tool(s) are not valid, do not appropriately evaluate student’s needs, interests, ideas, and/or measure prior content knowledge and skills of students for some unit learning goals.
Scoring guide missing or contains unclear descriptors of student performance.

Assessment tool not designed to obtain data on three individuals.

C. Goals

Develop appropriate learning goals that address affective, cognitive and psychomotor domains.
4-7 broad statements that convey the purpose of the unit.

Includes an appropriate range of cognitive levels.

Includes at least one affective goal.
4-7 statements that convey the purpose of the unit; however, may be too narrow or too broad.
One or more of the statements is at a higher cognitive level.

Includes one affective goal.
Too few or too many goal statements that do not convey the purpose of the unit.
Does not include a range of cognitive level.

Goal in affective domain is missing or not appropriate.

D. Benchmarks Identify State Department of Education content standards and benchmarks?

Copy appropriate and applicable content standards and benchmarks from the current ODE document.

(Met / Not Met)

Component 5 3 1

E. Key points Describe key learning points. Lists 20 or so specific and appropriate concepts, facts, skills, or items of information students are expected to learn. Lists some concepts, facts, skills, or items of information students are expected to learn. Lists an inappropriate or inadequate group of concepts, facts, skills, or items of information students are expected to learn.

F. Content
Relations

Construct a representation of the connections between unit learning goals, lesson objectives, and learning activities.
Illustrates clearly and accurately how learning objectives support unit learning goals.
Illustrates clearly and accurately how specific learning activities support learning objectives.
Illustrates how learning objectives support unit learning goals.

Illustrates how specific learning activities support learning objectives.
Inaccurately or inadequately illustrates relation between unit learning goals, lesson objectives, and learning activities

G. Assessments

Design formative and summative assessments for determining student achievement of unit learning goals.
Includes appropriate informal and formal assessments as well as carefully crafted summative assessments.
Assessment tool(s) validly measure student-learning gains for most unit learning goals.
Includes informal and formal assessments as well as summative assessments.

Assessment tool(s) validly measure student-learning gains for some unit learning goals.
Lacks appropriate informal and formal assessments or carefully crafted summative assessments.

Assessment tool(s) inadequately measure student-learning gains for unit learning goals.

H. Performance
Task

Develop a performance task:

• Authentic

• Valid and reliable

• Rigorous, engaging

• Scoring guide
Task addresses realistic issues or problems in context and has a genuine purpose.
Task is valid and reliable and well-connected to unit learning goals and benchmarks.

Task is engaging and meaningful to students. Task requires students to show their competence, not just their knowledge of topic.

Scoring guide lists specific domains and levels of student performance.
Task addresses issues or problems in context.

Task is valid and reliable and somewhat connected to unit learning goals & benchmarks.

Task is relevant to students. Task requires students to show their competence or knowledge of topic.

Scoring guide lists some domains and levels of student performance.
Task inadequately addresses issues or problems and has a questionable purpose.
Task is invalid or unreliable and unconnected to unit learning goals and benchmarks.

Task is not engaging or meaningful to students. Task requires students to show their knowledge of topic.

Scoring guide inadequately lists domains and levels of student performance.

I. Weekly Plan
Chart out a weekly plan.

(Met / Not Met)
Includes a plan charting out daily plans.
(Met / Not Met)

(Met / Not Met)

Component 5 3 1

J.?Lesson Plans
Prepare lesson plans that include the following:

• Learning Objectives

• Lesson Elements

• Instructional

Strategies

• Monitoring

Learning

• Lesson Assessment

• Reflection
Objectives are clear and appropriate, build toward unit goals, and include a range of levels.
Each lesson contains appropriate and well-designed elements from intro to assessment.

Lessons are designed to actively involve students in a variety of appropriate strategies, including learning centers, cooperative methods, and guided inquiry.

Each lesson addresses how student learning and engagement will be monitored, and how students will receive feedback.

Clearly describes how it will be determined if most of students have met lesson objectives.

Written reflection shows careful analysis of lessons with thought given to its strengths and weaknesses. Discussion might include: suggested changes, pacing, level of difficulty, appropriateness of strategies and evaluation procedures.
Objectives are appropriate, build toward unit goals, and include more than one level.
Some lessons contain appropriate and well-designed elements.

Lessons are designed to involve students in appropriate strategies, including learning centers, cooperative methods, and guided inquiry.

Some lessons address how student learning and engagement will be monitored, and how students will receive feedback.

Describes how it will be determined if most of students have met lesson objectives.

Written reflection shows analysis of lessons with thought given to its strengths and weaknesses.
Objectives are not clear and appropriate, and do not include a range of levels.
Lessons contain inappropriate and poorly designed elements.

Lessons are inadequately designed to actively involve students in a variety of appropriate strategies.

Lessons inadequately address how student learning and engagement will be monitored, and how students will receive feedback.

Inadequately describes how it will be determined if most of students have met lesson objectives.

Written reflection shows a lack of careful analysis of lessons with little thought given to strengths and weaknesses.

K. Accommodating Individual Differences
Differentiate instruction to accommodate the full range of student diversity.
Gives specific examples of how your lessons and Work sample were differentiated to support learner needs.
Accommodates different learning styles and preferred learning modalities. Gives attention to the multiple intelligences.
Gives some examples of how lessons were differentiated and adapted to accommodate for different learning styles and intelligences. Includes general statements about differentiation but does not give examples. Does not really accommodate different needs, styles and abilities.

L. Special Needs

Adapt instruction to accommodate students with special needs and of diverse cultures and languages.
Gives specific examples of accommodating instruction to work effectively with students with special needs: ability and disability, language and socio-cultural issues. Gives some examples of accommodating instruction to work with students with special needs: ability and disability, language and socio-cultural issues. Includes general statement about accommodating instruction to work effectively with students with special needs.

Component 5 3 1

M. Integration
Utilize some elements of thematic or cross curricular integration.
Clearly describes specific examples of appropriate integration across subject areas. Describes examples of integration with other subject areas. Alludes to integration with other subject areas in very general terms.

N. Technology
Integrate the use of technology and multimedia.
Includes a variety of appropriate uses of technology or multimedia to foster student thinking and learning. Includes some appropriate uses of technology to foster student thinking and learning. Includes a limited number of uses of technology. Uses may be perfunctory or of limited additional intellectual benefit.

O. Expressive Arts
Include the use of expressive arts activities for learning and expression.
Includes a number of opportunities for students to learn and/or express themselves through a variety of artistic modalities. Includes a few opportunities for students to learn and/or express themselves through some artistic modalities. Includes almost no opportunities for students to learn and/or express themselves through artistic modalities. Opportunities tend to be controlled or scripted.

P. Feedback
Document student progress throughout the unit and provide appropriate feedback to students and parents.
Includes a description of how student progress was documented and how feedback was provided to students and parents. Includes explicit information about how parents were informed about the unit and multiple examples of parent letters. Includes a description of how student progress was documented and how feedback was provided to students and parents. Includes some information about how parents were informed about the unit and examples of parent letters. Includes a limited description of how student progress was documented and feedback was provided to students and parents. Includes limited information about how parents were informed about the unit and no examples of parent letters.

Q. Class Results
Summarize and interpret pre/post attainment on each goal for the whole class.
Describes pre and post-assessment tools used and identifies which unit learning goal was assessed by each tool. Includes all other information used to help determine learning gains.
Addresses learning gains for each learning goal, in terms of level of understanding or skill. May refer to the scoring guide.

Discusses learning gains in a narrative, but may be supported by charts and graphs.
Describes post-assessment tools used and identifies which unit learning goal was assessed by each tool.
Addresses learning gains for each learning goal, in terms of level of understanding or skill. May refer to the scoring guide.

Discusses learning gains in a narrative.
Inadequately describes post-assessment tools that were used or which unit learning goal was assessed by each tool. Does not address learning gains for each learning goal, in terms of level of understanding or skill.

Does not discuss learning gains in a narrative.

Component 5 3 1

R. Individual
Results

Summarize and interpret assessment results for selected students. Discuss learning gains and reasons for them.
Data is presented for at least three students (strong, proficient, emerging). Learning gains, or lack of, are thoroughly discussed for each student.
Thoughtful consideration is given to reasons for assessment results. These may include brief profile of students, description of content(s), and variety of instructional settings (group work, individual, direct instruction, one-on-one).
Data is presented for at least three students (strong, proficient, emerging). Learning gains, or lack of, are discussed for each student.

Consideration is given to reasons for assessment results.
Data may not be presented for 3 students, and learning gains may not be discussed.

No consideration is given for assessment results.

S. Reflection

Evaluate own planning and teaching of the unit and suggests ways to improve.
Assiduously applies principles of educational psychology to all aspects of work sample and clearly describes this relation.
Articulates thorough analysis of design and implementation of lessons, assessments and selected content of unit. Elaborates on strengths and weaknesses of each and suggests changes.

Discusses pacing of lessons, organization, and classroom management practices, including successes and frustrations.

Carefully describes how you monitored and adjusted teaching in response to students’ abilities, needs, interests, and feedback across the work sample.

Concludes with reflections about your instruction and students’ learning experience throughout this unit.
Applies principles of educational psychology to aspects of work sample and describes this relation.
Articulates analysis of design and implementation of lessons, assessments and selected content of unit. Addresses strengths and weaknesses of each and suggests changes.

Discusses pacing of lessons, organization, and classroom management practices, including successes and frustrations.

Describes how you monitored and adjusted teaching in response to students’ abilities, needs, interests, and feedback across the work sample.

Concludes with overall assessment of personal strengths and weaknesses as a teacher.
Inadequately or inappropriately applies principles of educational psychology to aspects of work sample or is not descriptive of this relation.
Mentions, but does not analyze design and implementation of lessons, assessments & selected content of unit. Mentions strengths & weaknesses, but does not suggest changes.

Mentions, but does not discuss pacing, organization, and management.

Minimally addresses how you monitored and adjusted teaching in response to students’ abilities, needs, interests, and feedback across the work sample.

Limited overall assessment of personal strengths and weaknesses as a teacher.

Component
5 4 3

T. Resources
Provide a bibliography of resources that were used for the unit and potential resources to use in the future.

Resources include a variety of teacher and student materials that support lesson objectives and provide for limited extensions.

(Met / Not Met)

U. Presentation

Present electronically printed final copy, using correct grammar, punctuation, and in specified order.

Work Sample is presented in a notebook with tabs for separate sections. Student demonstrates careful attention to grammar and writing conventions.
All components are included. Work Sample is aesthetically pleasing and professional.

(Met / Not Met)

Component	5	3	1
E. Key points Describe key learning points.	Lists 20 or so specific and appropriate concepts, facts, skills, or items of information students are expected to learn.	Lists some concepts, facts, skills, or items of information students are expected to learn.	Lists an inappropriate or inadequate group of concepts, facts, skills, or items of information students are expected to learn.
F. Content Relations Construct a representation of the connections between unit learning goals, lesson objectives, and learning activities.	Illustrates clearly and accurately how learning objectives support unit learning goals. Illustrates clearly and accurately how specific learning activities support learning objectives.	Illustrates how learning objectives support unit learning goals. Illustrates how specific learning activities support learning objectives.	Inaccurately or inadequately illustrates relation between unit learning goals, lesson objectives, and learning activities
G. Assessments Design formative and summative assessments for determining student achievement of unit learning goals.	Includes appropriate informal and formal assessments as well as carefully crafted summative assessments. Assessment tool(s) validly measure student-learning gains for most unit learning goals.	Includes informal and formal assessments as well as summative assessments. Assessment tool(s) validly measure student-learning gains for some unit learning goals.	Lacks appropriate informal and formal assessments or carefully crafted summative assessments. Assessment tool(s) inadequately measure student-learning gains for unit learning goals.
H. Performance Task Develop a performance task: • Authentic • Valid and reliable • Rigorous, engaging • Scoring guide	Task addresses realistic issues or problems in context and has a genuine purpose. Task is valid and reliable and well-connected to unit learning goals and benchmarks. Task is engaging and meaningful to students. Task requires students to show their competence, not just their knowledge of topic. Scoring guide lists specific domains and levels of student performance.	Task addresses issues or problems in context. Task is valid and reliable and somewhat connected to unit learning goals & benchmarks. Task is relevant to students. Task requires students to show their competence or knowledge of topic. Scoring guide lists some domains and levels of student performance.	Task inadequately addresses issues or problems and has a questionable purpose. Task is invalid or unreliable and unconnected to unit learning goals and benchmarks. Task is not engaging or meaningful to students. Task requires students to show their knowledge of topic. Scoring guide inadequately lists domains and levels of student performance.
I. Weekly Plan Chart out a weekly plan.	(Met / Not Met)	Includes a plan charting out daily plans. (Met / Not Met)	(Met / Not Met)

Component	5	3	1
J.?Lesson Plans Prepare lesson plans that include the following: • Learning Objectives • Lesson Elements • Instructional Strategies • Monitoring Learning • Lesson Assessment • Reflection	Objectives are clear and appropriate, build toward unit goals, and include a range of levels. Each lesson contains appropriate and well-designed elements from intro to assessment. Lessons are designed to actively involve students in a variety of appropriate strategies, including learning centers, cooperative methods, and guided inquiry. Each lesson addresses how student learning and engagement will be monitored, and how students will receive feedback. Clearly describes how it will be determined if most of students have met lesson objectives. Written reflection shows careful analysis of lessons with thought given to its strengths and weaknesses. Discussion might include: suggested changes, pacing, level of difficulty, appropriateness of strategies and evaluation procedures.	Objectives are appropriate, build toward unit goals, and include more than one level. Some lessons contain appropriate and well-designed elements. Lessons are designed to involve students in appropriate strategies, including learning centers, cooperative methods, and guided inquiry. Some lessons address how student learning and engagement will be monitored, and how students will receive feedback. Describes how it will be determined if most of students have met lesson objectives. Written reflection shows analysis of lessons with thought given to its strengths and weaknesses.	Objectives are not clear and appropriate, and do not include a range of levels. Lessons contain inappropriate and poorly designed elements. Lessons are inadequately designed to actively involve students in a variety of appropriate strategies. Lessons inadequately address how student learning and engagement will be monitored, and how students will receive feedback. Inadequately describes how it will be determined if most of students have met lesson objectives. Written reflection shows a lack of careful analysis of lessons with little thought given to strengths and weaknesses.
K. Accommodating Individual Differences Differentiate instruction to accommodate the full range of student diversity.	Gives specific examples of how your lessons and Work sample were differentiated to support learner needs. Accommodates different learning styles and preferred learning modalities. Gives attention to the multiple intelligences.	Gives some examples of how lessons were differentiated and adapted to accommodate for different learning styles and intelligences.	Includes general statements about differentiation but does not give examples. Does not really accommodate different needs, styles and abilities.
L. Special Needs Adapt instruction to accommodate students with special needs and of diverse cultures and languages.	Gives specific examples of accommodating instruction to work effectively with students with special needs: ability and disability, language and socio-cultural issues.	Gives some examples of accommodating instruction to work with students with special needs: ability and disability, language and socio-cultural issues.	Includes general statement about accommodating instruction to work effectively with students with special needs.

Component	5	3	1
M. Integration Utilize some elements of thematic or cross curricular integration.	Clearly describes specific examples of appropriate integration across subject areas.	Describes examples of integration with other subject areas.	Alludes to integration with other subject areas in very general terms.
N. Technology Integrate the use of technology and multimedia.	Includes a variety of appropriate uses of technology or multimedia to foster student thinking and learning.	Includes some appropriate uses of technology to foster student thinking and learning.	Includes a limited number of uses of technology. Uses may be perfunctory or of limited additional intellectual benefit.
O. Expressive Arts Include the use of expressive arts activities for learning and expression.	Includes a number of opportunities for students to learn and/or express themselves through a variety of artistic modalities.	Includes a few opportunities for students to learn and/or express themselves through some artistic modalities.	Includes almost no opportunities for students to learn and/or express themselves through artistic modalities. Opportunities tend to be controlled or scripted.
P. Feedback Document student progress throughout the unit and provide appropriate feedback to students and parents.	Includes a description of how student progress was documented and how feedback was provided to students and parents. Includes explicit information about how parents were informed about the unit and multiple examples of parent letters.	Includes a description of how student progress was documented and how feedback was provided to students and parents. Includes some information about how parents were informed about the unit and examples of parent letters.	Includes a limited description of how student progress was documented and feedback was provided to students and parents. Includes limited information about how parents were informed about the unit and no examples of parent letters.
Q. Class Results Summarize and interpret pre/post attainment on each goal for the whole class.	Describes pre and post-assessment tools used and identifies which unit learning goal was assessed by each tool. Includes all other information used to help determine learning gains. Addresses learning gains for each learning goal, in terms of level of understanding or skill. May refer to the scoring guide. Discusses learning gains in a narrative, but may be supported by charts and graphs.	Describes post-assessment tools used and identifies which unit learning goal was assessed by each tool. Addresses learning gains for each learning goal, in terms of level of understanding or skill. May refer to the scoring guide. Discusses learning gains in a narrative.	Inadequately describes post-assessment tools that were used or which unit learning goal was assessed by each tool. Does not address learning gains for each learning goal, in terms of level of understanding or skill. Does not discuss learning gains in a narrative.