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iRubric: Effective Feedback rubric

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Effective Feedback 
Teacher will be rated on performance of effective feedback while working with TeachLive
Rubric Code: LX2W92A
Ready to use
Private Rubric
Subject: Education  
Type: Assessment  
Grade Levels: Graduate

Powered by iRubric Effective Feedback
Based on preponderance of evidence
  Highly Effective

4 pts

Effective

3 pts

Partially Effective

2 pts

Ineffective

1 pts

Focus

Teacher has clarity by explaining clearly and accurately communicates content and instructions.

Highly Effective

Content and instructions are communicated clearly and accurately in a way that anticipates student misconceptions.
Effective

Content and instructions are communicated clearly and accurately.
Partially Effective

Content and instructions are sometimes unclear and/or inaccurate.
Ineffective

Content and instructions are unclear and/or inaccurate.
Checking for Understanding

Teacher consistently checks for understanding.

Highly Effective

Checks for understanding are consistent, aligned to the objective and fully integrated into the lesson. Teacher gathers varied evidence from the whole class and individual students.
Effective

Checks for understanding are completed throughout the lesson and are aligned to the objective. Teacher gathers evidence from the whole class and individual students.
Partially Effective

Checks for understanding occur only sometimes and/or may not be aligned with the objective. Checks provide incomplete evidence from the whole class and individual students.
Ineffective

Checks for understanding are not used and/or are not aligned to the lesson objective. Checks provide limited or no evidence to assess progress.
Feedback

Teacher and students give and receive timely, specific, and constructive feedback.

Highly Effective

Teacher feedback is academically focused, appropriate, and specific, tailored to the learning needs of each student, and allows for independent corrections and improvements. Students give feedback to one another.
Effective

Most teacher feedback is academically focused, appropriate, and specific, tailored to the learning needs of each student, and allows for independent corrections and improvements.
Partially Effective

Teacher feedback is academically focused and appropriate, but is not tailored to the unique needs of each student or is often teacher-directed.
Ineffective

Teacher feedback, if it exists, is not academically focused and/or not tailored to the students. Feedback may be inappropriate.
Explaining

Teacher anticipates and responds
to student reactions and
misunderstandings by adjusting
instructional strategies.

Highly Effective

Teacher has anticipated student
reactions and misunderstanding(s)
as evidenced by effective
instructional strategies and
immediate adjustments that reach
all/nearly all students
Effective

Teacher quickly recognizes
misunderstanding(s) and employs
alternative strategies to reach
most students. Adjustment(s) are
effective.
Partially Effective

Teacher sometimes recognizes
student misunderstanding(s) and
adjusts instructional strategy.
Adjustments are somewhat
effective.
Ineffective

Teacher does not recognize
misunderstanding and/or rarely
adjusts instructional strategies
based on student reactions.
Community

Classroom norms promote positive and productive teacher-student and student-student relationships.

Highly Effective

Teacher and students consistently use positive, productive language and promote classroom values and norms.
Effective

Teacher and students often use positive, productive language and promote classroom values and norms.
Partially Effective

Teacher sometimes uses positive, productive language. Classroom values and norms are inconsistently reinforced.
Ineffective

Teacher rarely uses positive, productive language and/or uses negative and unsupportive language. Classroom values and norms do not exist and/or are not reinforced.
Attention

Teacher’s strategies and routines capture and maintain student attention on learning.

Highly Effective

All/nearly all students are on task throughout the lesson. Rare off-task behavior is effectively redirected with no lost instructional time.
Effective

Most students are on task throughout the lesson. Occasional off-task behavior is effectively redirected so that little instructional time is lost.
Partially Effective

Some students are on task through the lesson. Off-task behavior is inconsistently redirected resulting in some lost instructional time.
Ineffective

Few students are on task throughout the lesson. Off-task behavior is ineffectively redirected.




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