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iRubric: Planning a Year Long Assessment program in the Arts rubric

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Planning a Year Long Assessment program in the Arts Domain One: Planning and Preparation This rubric is for a college course for performing and visual art teachers who will be developing a year long assessment program for their school curriculum. Rubric Code: LAA3AB By dgoetsch87 Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Graduate

Assignment #1 Pre-test Construct a pre-test to measure knowledge on two or more learning outcomes established for your curriculum.
	(A) 4 pts	(A/B) 3 pts	(B) 2 pts	(B/C) 1 pts
Learning Outcomes List of learning outcomes being assessed should be listed on the pre-test.	(A) Teacher has clearly established year-end learning outcomes to be assessed on the pre-test tool(s).	(A/B) Teacher has established learning outcomes, but not all are assessed on the submitted pre-test tools.	(B) Teacher has established learning outcomes, but the pre-test does not clearly assess the desired student learning outcomes.	(B/C) Teacher has created pre-tests, but is not able to connect them to any specific learning outcome.
Pre-Test	(A) Teacher	(A/B) Teacher's plan and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.	(B) Teacher's plans and practice reflect accurate understanind of prerequisite relationships among topics and concepts.	(B/C) Teacher's plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding.
1A Knowledge of content-related pedagogy	(A) Teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.	(A/B) Teacher's plans and practice reflect a limited range of pedagogical approaches or some approaches that are not suitable to the discipline or to the students.	(B) Teacher's plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.	(B/C) Teacher's plans and practice reflcet familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.
Demonstrating Knowledge of Students
1B Knowledge of child and adolescent development	(A) Teacher displays little or no knowledge of the developmental characteristics of the age group.	(A/B) Teacher display's partial knowledge of the developmental characteristeics of the age group.	(B) Teacher displays accurate understanding of the typical developmental characteristeics of teh age group, as well as exceptions to the general patterns.	(B/C) In addition to accurate knowledge of the typical developmental characteristeics of the age gourp and exceptions to the general patters, teacher displays knowledge of the extent to which individual students follow the general patterns.
1B Knowledge of the learning process	(A) Teacher sees no value in understanding how students learn and does not seek such information.	(A/B) Teacher recognizes the value of knowing how students learn, but this knowldge is limited or outdated.	(B) Teacher's knowledge of how students learn is accurate and current. Teahcer applies this to knowledge to the class as a whole and to groups of students.	(B/C) Teacher displays extensive and subtle understanding of how students learn and applies this to knowledge to individual students.
1B Knowledge of students'skills, knowledge and language proficiency	(A) Teacher displays little knowledge of students’ skills and knowledge and does not indicate that such knowledge is valuable.	(A/B) Teacher recognizes the value of understanding students’ skills and knowledge but displays this knowledge for the class only as a whole.	(B) Teacher displays knowledge of students’ skills and knowledge for groups of students and recognizes the value of this knowledge.	(B/C) Teacher displays knowledge of students'skills and knowledge for each students, including those with special needs.
1B Knowledge of students' special needs	(A) Teacher displays little knowledge of student’s interests or cultural heritage and does not indicate that such knowledge is valuable.	(A/B) Teacher recognizes the value of understanding students’ interest or cultural heritage but displays this knowledge for the class only as a whole.	(B) Teacher displays knowledge of the interests or cultural heritage of groups of students and recognizes the value of this knowledge.	(B/C) Teacher displays knowledge of the interests or cultural heritage of each student.
Setting Instructional Outcomes
1C Setting Instructional Outcomes Value, sequence, and alignment	(A) Goals are not valuable and represent low expectations or no conceptual understanding for students. Goals do not reflect important learning.	(A/B) Goals are moderately valuable in either their expectations or conceptual understanding for students and in importance of learning.	(B) Goals are valuable in their level of expectations, conceptual understanding and importance of learning.	(B/C) Not only are the goals valuable but teacher can also clearly articulate how goals establish high expectations and relate curriculum frameworks and standards.
1C Setting Instructional Outcomes Clarity	(A) Goals are either not clear or are not stated as student activities. Goals do not permit viable methods of assessment.	(A/B) Most goals are only moderately clear or include a combination of goals and activities. Some goals do not permit viable methods of assessment.	(B) Most goals are clear but may include a few activities. Most permit viable methods of assessment.	(B/C) All the goals are clear, written in the form of student learning and permit viable methods of assessment.
Instructional Outcomes Suitability for diverse learners	(A) Goals are not suitable for the class.	(A/B) Most of the goals are suitable for most of the students in the class.	(B) All the goals are suitable for most students in the class.	(B/C) Goals take into account the varying learning needs of individual students or groups.
Setting Instructional Outcomes Balance	(A) Goals reflect only one type of learning and one discipline or strand.	(A/B) Goals reflect several types of learning but no effort at coordination or integration.	(B) Goals reflect several different types of learning and opportunities for integration.	(B/C) Goals reflect student initiative in establishing important learning.
Demonstrating Knowledge of Resource
1D Knowledge of Resources Resources for teaching	(A) Teacher is unaware of resources available through the school or district.	(A/B) Teacher displays limited awareness of resources available through the school or district.	(B) Teacher is fully aware of all resources available through the school or district.	(B/C) In addition to being aware of school and district resources, teacher actively seeks other materials to enhance instruction, for example from professional learning organizations or through the community.
1D Knowledge of resources Resources for Students	(A) Teacher is unaware of resources available to assist students who need them.	(A/B) Teacher displays limited awareness of resources available through the school or district	(B) Teacher is fully aware of all resources available through the school or district and knows how to gain access for students.	(B/C) In addition to being aware of school and district resources, teacher is aware of additional resources available through the community.
Designing Coherent Instruction
1E Designing Coherent Instruction Learning activities	(A) Learning activities are not suitable to students or instructional goals. They do not follow an organized progression<BR> and do not reflect recent professional research.	(A/B) Only some of the learning activities are suitable to students or instructional goals. Progression of activities in the unit is uneven, and only some activities reflect recent professional research.	(B) Most of the learning activities are suitable to students and instructional goals. Progression of<BR> activities in the unit is fairly even, and most activities reflect recent professional research.	(B/C) Learning activities are highly relevant to students and instructional goals. They progress coherently, producing a unified whole and reflecting recent professional research.
1E Designing Coherent Instruction Instructional materials and resources	(A) Materials and resources do not<BR> support the instructional goals or engage students in meaningful learning.	(A/B) Some of the materials and resources support the instructional goals, and some engage students in meaningful learning.	(B) All materials and resources support the instructional goals, and most engage students in meaningful learning.	(B/C) All materials and resources support the instructional goals and most engage students in meaningful learning. There is evidence of student participation in selection or adapting materials.
1E Designing Coherent Instruction Instructional groups	(A) Instructional groups do not support the instructional goals and offer not variety.	(A/B) Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety.	(B) Instructional groups are varied, as<BR> appropriate to the different instructional goals.	(B/C) Instructional groups are varied, as appropriate to the different instructional goals. There is<BR> evidence of student choice in selecting different patterns of instructional groups.
1E Designing Coherent Instruction Lesson and unit structure	(A) The lesson or unit has no clearly defined structure or the structure is chaotic. Time allocations are unrealistic.	(A/B) The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable.	(B) The lesson or unit has a clearly defined structure that activities are organized around. Time allocations are reasonable.	(B/C) The lesson’s or Unit’s structure is clear and allows for different pathways according to student needs.
Designing Student Assessment
1F Designing Student Assessments Congruence<BR> with<BR> Instructional<BR> Goals	(A) Content and methods<BR> of assessment lack<BR> congruence with<BR> instructional goals.	(A/B) Some of the<BR> instructional goals are<BR> assessed through the<BR> proposed approach,<BR> but many are not.	(B) All the instructional<BR> goals are nominally<BR> assessed through the<BR> proposed plan, but the<BR> approach is more<BR> suitable to some goals than to others.	(B/C) The proposed<BR> approach to<BR> assessment is<BR> completely congruent<BR> with the instructional<BR> goals both in content and process.
1F Designing Student Assessments Criteria and<BR> Standards	(A) The proposed<BR> approach contains no<BR> clear criteria or standards.	(A/B) Assessment criteria<BR> and standards have<BR> been developed, but<BR> they are either not<BR> clear or have not been clearly communicated to students.	(B) Assessment criteria<BR> and standards are<BR> clear and have been<BR> clearly communicated<BR> to students.	(B/C) Assessment criteria<BR> and standards are<BR> clear and have been<BR> clearly communicated<BR> to students. There is<BR> evidence that students contributed to the development of the<BR> criteria and standards.
1F Designing Student Assessments Use for Planning	(A) The assessment<BR> results affect planning<BR> for these students only minimally.	(A/B) Teacher uses<BR> assessment results to<BR> plan for the class as a whole.	(B) Teacher uses<BR> assessment results to<BR> plan for individuals<BR> and groups of students.	(B/C) Students are aware of<BR> how they are meeting<BR> the established<BR> standards and<BR> participate in planning the next steps.

Keywords:

framework, teacher evaluation, domain, component, planning and preparation, classroom environment, classroom instruction, professional responsibilities

Subjects:

Education

Types:

Assessment

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