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Teaching Philosophy Statement 
Teaching Philosophy Statement
This rubric should be used by the grader as a guideline for the assessment of the teaching philosophy statement. Subjectivity is left to the grader's discretion and should be fairly assessed. Students may fall in between categories and so the grader should be able to assess how well the assignment meet the rubric standards.
Rubric Code: MX6224W
By kielwmn
Draft
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: Undergraduate

Powered by iRubric Teaching Philosophy Statement
Rubric for final teaching philosophy statement. Expectations are given.
  Exceptional

Goes above and beyond the expected average.

100 pts

Good

Better than the average expectation, but could use improvement.

85 pts

Fair

Meets average expectation and could use more improvement.

75 pts

Poor

Below average expectation and could use a lot of improvement.

65 pts

Inadequate

Far below the average expectation, shows little to know effort.

50 pts

Content

How well the student incorporates complex ideas and shows in depth thinking.
Exceptional

This statement shows deep thinking and rational thought. Ideas flow into a larger theme.
Good

This statement shows residence of deep thinking with a broader theme. Mostly has specific, and clearly defined ideas.
Fair

This statement offers good ideas but they are not fully developed. This statement has basic ideas that need more work.
Poor

This statement shows little thought. The ideas of this statement are basic and need more development.
Inadequate

This statement only offers partial completion or no completion.
Organization

How well the statement is organized in accordance to relevancy to the topic.
Exceptional

Paragraphs are broken down in a systematic manner, each addressing its own topic and not blending into other topics. Clear intro, body, and conclusion is found.
Good

Paragraphs are organized, but may have excessive information, or lack of information. Needs better separation of ideas. Clear intro, body, and conclusion is found.
Fair

Paragraphs blend together and do not clearly address a single point. Needs to be more thought out. Intro, body, and conclusion may be confusing or incomplete.
Poor

Paragraphs show little organization and ideas are randomly associated. Intro, body, and conclusion may be incomplete or missing.
Inadequate

Paragraphs show no effort or organization. May have missing parts of the paper.
Incorporation of Learning Theories

How well learning theories are incorporated into the statement to reinforce teaching philosophy.
Exceptional

This statement includes many learning theories that are properly used and cited. Theories are used to backup the effectiveness in the classroom. Student shows clear knowledge of the theories that are used.
Good

This statement uses some learning theories (at least 3) and uses them knowledgeably. Theories are used to moderately support effectiveness in the classroom.
Fair

This statement uses a few theories (at least 2) to weakly reinforce effectiveness. Some knowledge of the theories is shown.
Poor

This statement uses a theory or two, but fails to show suitable knowledge of the theories. Very little reinforcement of effectiveness using theories.
Inadequate

This statement does not include any learning theories, or they are not used in a relevant manner.
Effectiveness

How well the student explains the theoretical effectiveness of the learning theories in their teaching philosophy.
Exceptional

This statement explains how theories pertain to the student's belief. Clearly back up beliefs with theories using examples.
Good

This statement explains how theories are related to the student's belief but does not sufficiently back up their belief using theories and examples.
Fair

This statement loosely explains how theories back up the student's belief. Does not use clear examples.
Poor

This statement barely explains how theories are used to back up the student's belief. No examples are given, or the examples are not relevant.
Inadequate

This statement does not show how theories back up the student's belief. No examples are given.
Writing Style
Quality of Writing

How well the writing flows and utilizes relevant transitions.
Exceptional

Transitions are properly and effectively used allowing easy flow from one idea to the next. Student is able to make a point in a concise and non repetitive way.
Good

Transitions are well done, but may be choppy making ideas not flow as well. Student may repeat points and could write more concisely.
Fair

Transitions are simple and do not make ideas flow together well. Student is not concise and repeats the same point frequently.
Poor

Transitions are very simple and choppy. Ideas do not flow and seem independent. Student takes an unnecessary amount of time to get to the point.
Inadequate

Transitions are non-existant. Ideas are mashed together and show know flow. This statement shows no effort of writing.
Grammatical Correctness

How well the philosophy follows standard grammatical rules.
Exceptional

Grammar is practically perfect with no or very few errors.
Good

Grammar has a few errors that do not interrupt the reading of the statement.
Fair

Grammar has multiple errors that make the statement difficult to read. Proofreading is needed.
Poor

Grammar has many errors that make the statement hard to read. Proofreading is needed.
Inadequate

Grammar is completely insufficient and makes the paper unreadable.




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