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Doesn't Meet Standard value: 0 |
Approaches Standard value: 1 |
Meets Standard value: 2 |
Meets Goal value: 3 |
Score/ Level |
Teacher candidate completes a rationale.
Teacher candidate completes and scores reading assessment: oral accuracy, oral rate, and comprehension
Standard 7-Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.
(25%) weight:25%
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The rationale is missing one or more of the essential components (context, impact on student learning, alignment) or is lacking sufficient detail to understand the essential components.
Reading assessment is incomplete and/or inaccurate.
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The rationale is missing one or more of the essential components (context, impact on student learning, alignment) or is lacking sufficient detail to understand the essential components.
All facets of reading assessment have been administered and scored. A few inconsistencies or inaccuracies have been detected in the scoring.
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The rationale is clearly written and includes all three components: context, impact, and alignment. The context statement provides background information and describes the purpose of the artifact. The impact on student learning statement describes how the completion of this artifact facilitates students' learning in the classroom and may also specify the NCSCOS goals and objectives to be learned by the students. The alignment statement justifies how each appropriate standard/indicator from the NCDPI Standards for Elementary Teachers is met by the artifact.
All facets of reading assessment have been accurately administered and scored.
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The rationale is clearly written, comprehensive, and includes all three components: context, impact, and alignment. The context statement provides background information and describes the purpose of the artifact. The impact on student learning statement describes, in detail, how the completion of this artifact facilitates students' learning in the classroom and specifies, when appropriate, the NCSCOS goals and objectives to be learned by the students. There is a clear link between the impact on student learning and the activities described in the artifact. The alignment statement justifies how each appropriate standard/indicator from the NCDPI Standards for Elementary Teachers is met by the artifact.
All facets of reading assessment have been accurately administered and scored with types of errors indicated for reading accuracy. Child's oral reading was tape recorded.
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Teacher candidate interprets reading assessment: oral accuracy, oral rate, and comprehension by addressing questions 1-8 (Interpretation of Reading Assessment)
Standard 1-Indicator 1: Teachers know the developmental stages of language acquisition.
(50%) weight:50%
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Interpretation of reading assessment is incomplete and/or inaccurate. Teacher's writing displays many grammar, punctuation, usage and spelling errors.
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All facets of the reading assessment have been interpreted and described. A few inconsistencies or inaccuracies have been detected in the interpretation. Teacher's writing displays grammar, punctuation, usage and spelling errors.
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All facets of the reading assessment have been accurately interpreted, described, and supported with some clear examples. Teacher's writing is nearly free of grammar, punctuation, usage and spelling errors.
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All facets of the reading assessment have been accurately interpreted, thoughtfully described, and clearly supported with numerous examples. Teacher's writing is completely free of grammar, punctuation, usage and spelling errors.
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Teacher candidate applies knowledge gained from reading assessment to select developmentally appropriate reading texts as evidenced by choosing appropriate independent and instructional-levels of children's literature
Standard 16-Indicator 4: Teachers participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, children’s literature, and software.
(25%) weight:25%
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The lists of children's books are incomplete or include many inappropriate selections.
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Teachers select at least five titles of children's literature that are matched to student's (interpreted) independent and instructional reading levels. In a few cases, the books do not accurately match the interpreted reading level.
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Teachers select at least five titles of children's literature which are appropriately matched to student's (interpreted) independent and instructional reading levels.
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Teachers select more than five titles of high quality children's literature which are accurately interpreted and appropriately matched to student's independent and instructional reading levels.
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