Teacher Performance Assessment Teacher Work Sample Rubric

Fall 2016

Teacher Performance Assessment Teacher Work Sample Rubric

COLLEGE OF EDUCATION

MOREHEAD STATE UNIVERSITY

Teacher Work Sample Rubric

Task I: Contextual Factors Rubric (Unit Level)

TPA Goal: The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction and assess learning.

Rating →

Indicator ↓ 0

Unacceptable 1

Emergent 2

Developing 3

Target 4

Accomplished

Score

Knowledge of

Community,

School and

Classroom

Factors

Displays no knowledge of

the characteristics of the

community, school, and

classroom.

Displays minimal,

irrelevant, or biased

knowledge of the

characteristics of the


classroom.

Displays some

knowledge of the


community, school,

and classroom that

may affect learning.

Displays a

comprehensive

understanding of the


community, school,

and classroom that

may affect learning.

Displays and explains

an in-depth

understanding of the



classroom that may

affect learning with

specific data, cited

sources, and/or

statistics.

Knowledge of

Characteristics

of Students

Displays no knowledge of

student differences (e.g.,

development, interests,

culture,

abilities/disabilities).

Displays minimal,

stereotypical, or irrelevant

knowledge of student

differences (e.g.,

development, interests,

culture,


Displays general

knowledge of student

differences (e.g.,

development,

interests, culture,


Displays general and

specific knowledge of

student differences

(e.g., development,

interests, culture,


Displays and explains

in-depth knowledge of

student differences

(e.g., development,

interests, culture,


Knowledge of

Students’ Varied

Approaches to

Learning

Fails to demonstrate

understanding of a variety

of approaches to learning

among students, e.g.,

multiple

intelligences and/or

learning modalities.

Demonstrates general

understanding of a variety

of approaches to learning

among students and may

know one or two learning

modalities but not a variety.

Demonstrates general

understanding of a

variety of approaches

to learning among

students and can

distinguish between

multiple modalities.

Articulates an

understanding of

varied learning

modalities and

multiple intelligences.

Articulates general and

specific understanding

of varied learning

modalities and multiple

intelligences.


Knowledge of

Students’ Skills and Prior Learning

Displays no

knowledge of students’

skills and previous

learning and does not

indicate either is

important.

Identifies the value of

understanding students’ skills

and previous learning but

demonstrates it importance

for the whole class only.

Identifies the value of

understanding students’

skills and previous

learning for the group

and individuals.

Displays knowledge of

understanding

students’ skills and

previous learning,

including special

needs students.

Articulates an in-depth

understanding of

students’ skills and

previous learning for the

group and individuals

including special needs

students.

Implications

for

Instructional

Planning and

Assessment

Does not provide

implications for

instruction and

assessment based

on student individual

differences and


classroom

characteristics or

provides inappropriate

implications.

Provides minimal implications

for instruction and

assessment based on

student individual differences

and community, school, and

classroom characteristics or

provides inappropriate

implications.

Provides general

implications for

instruction and

assessment based on

student individual

differences and

community, school, or

classroom

characteristics.

Provides specific

implications for

instruction and

assessment based on

student individual

differences and

community, school,

and classroom

characteristics.

Provides specific

implications and

analyzes decisions for

instruction and

assessment based on

student individual

differences (ELL and

inclusion students) and


classroom

characteristics.



Task II: Learning Goals/Learning Objectives Rubric TPA Goal: The teacher sets significant, challenging, varied and appropriate learning goals.

Rating →

Indicator ↓

0

Unacceptable 1

Emergent 2

Developing 3

Target 4

Accomplished

Score

Significance,

Challenge and

Variety

Goals are not in

evidence. Goals reflect only one

type or level of learning Goals reflect several

types or levels of

learning but lack

significance or

challenge

Goals reflect several

types or levels of

learning and are

significant and

challenging.

Goals are significant

and challenge thought

and expectations

including three or

more levels and types.

Clarity

Goals are vague or

not in evidence. Goals are not stated

clearly and are activities

rather than learning

outcomes.

Some of the goals are

clearly stated as

learning outcomes.

Most of the goals are

clearly stated as

learning outcomes

Goals are clearly

stated in behavioral

terms.

Appropriateness

for Students

Goals presented are

inappropriate for the

class or set unrealistic

expectations for

students.

Goals are not

developmentally

appropriate; nor address

pre-requisite knowledge,

skills, experiences, or

other student needs.

Some goals are

developmentally

appropriate and

address some pre-

requisite knowledge,

skills, experiences,

and other student

needs.

Most goals are

developmentally

appropriate; addresses

pre- requisite

knowledge, skills,

experiences and

other student needs

are considered.

Goals demonstrates

realistic expectations

for all students in

addition to providing

for students’ critical

thinking and reflection.

Alignment with

National, State or Local Standards

Fails to develop

goals aligned with

national, state and

COE standards

Goals are not

aligned with

national, KY

standards or COE

standards.

Some goals are

aligned with national,

state or

COE standards.

Most of the goals

are explicitly

aligned with

national, state and

COE standards.

Goals are aligned

with national,

state, COE

standards and are

articulated through the lesson presentations. Alignments are explained.


Task III: Assessment Plan Rubric TWS Standard: The teacher designs assessments based on curricular goals, student needs and differences, and that are aligned with learning goals. Assessments should provide data for appropriate feedback to all stakeholders including: students, faculty, administrators, and caregivers.

Rating →

Indicator ↓ 0

Unacceptable 1

Emergent 2

Developing 3

Target 4

Accomplished

Score

Alignment with

Learning Goals

and Instruction

Minimal plans for pre

and post

assessments are

provided;

assessments do not

measure learning

goals.

Content and methods of

assessment lack

congruence with learning

goals or lack cognitive

complexity.

Some of the learning goals

are assess through the

assessment plan, but many

are not congruent with

learning goals in content and

cognitive complexity.

Each of the learning goals

is assessed through the

assessment plan;

assessments are

congruent with the

learning goals in content

and cognitive complexity.

All learning goals are

assessed by the

assessment plan,

and provide students

with constructive

feedback on their

learning.

Clarity of

Criteria and

Standards for

Performance

The assessments

contain no criteria for

measuring student

performance relative

to the learning goals.

Assessments contain

poorly stated criteria for

measuring student

performance leading to

student confusion.

Assessment criteria have

been developed, but they

are not clear or are not

explicitly linked to the

learning goals.

Assessment criteria are

clear and are explicitly

linked to the learning

goals.

Assessment criteria

are linked to learning

goals; accurately

documenting student

learning.

Multiple Modes

and Approaches

The assessment plan

fails to demonstrate

evidence of student

assessment other

than after

instructions. Limited

knowledge of

formal/informal

assessments

The assessment plan

includes only one

assessment mode and

does not assess students

before, during, and after

instruction.

The assessment plan

includes multiple modes but

all are either pencil/paper

based (i.e., they are not

performance assessments)

and/or do not require the

integration of knowledge,

skills and critical thinking.

The assessment plan

includes multiple

assessment modes

(including performance

assessments, lab reports,

research projects, etc.)

and assesses student

performance throughout

the instructional sequence.

The assessment plan

uses formal/informal

assessments and

student’s self-

assessments to

assess student

performance and

effectiveness of the

instructional

sequence.

Technical

Soundness

Assessments are

not designed to

measure lessons

goals and

objectives; scoring

procedures are

inaccurate.

Assessments are not

valid; scoring

procedures are

inaccurate; items or

prompts are poorly

written; directions and

procedures are

confusing to students.

Assessments appear to

have some validity. Some

scoring procedures are

explained; some items or

prompts are clearly

written; some directions

and procedures are clear

to students

Assessments appear to

be valid; scoring

procedures are explained;

most items or prompts are

clearly written; directions

and procedures are clear

to students.

Assessments appear

to be valid and

clearly written.

Assessments data

used to document

students’ strengths

as well as

opportunities for

learning.


Adaptations

Based on the

Individual

Needs of

Students

Teacher does not

address or link

assessments to

identified contextual

factors.

Teacher does not adapt

assessments to meet the

individual needs of

students or these

assessments are

inappropriate.

Teacher makes

adaptations to

assessments that are

appropriate to meet the

individual needs of some

students.

Teacher makes

adaptations to

assessments that are

appropriate to meet the

individual needs of most

students.

Teacher’s

adaptations of

assessments for all

students needs to be

met.

Adaptations are

creative and show

evidence of

outstanding

problem-solving

skills by teacher

candidate.


Task IV: Lesson Plan/Design for Instruction Rubric TPA Goal: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Rating →

Indicator ↓ 0

Unacceptable 1

Emergent 2

Developing 3

Target 4

Accomplished

Score

Alignment with

Learning Goals

No lesson is linked

to learning goal.

No learning

activities are

aligned to

learning goals.

Few lessons are explicitly

linked to learning goals.

Few learning activities, assignments and resources

are aligned with learning

goals. Not all learning

goals are covered in the

design.

Most lessons are

explicitly linked to

learning goals. Most

learning activities,

assignments and

resources are aligned

with learning goals. Most learning goals are

covered in the design.

All lessons are explicitly

linked to learning goals.

All learning activities,

assignments and

resources are aligned

with learning goals. All

learning goals are

covered in the design.

All lessons are explicitly

linked to learning goals,

demonstrating critical

thinking and reflection

in activities and

assignments.

Accurate

Representation of

Content

Teacher does not

demonstrate

purpose a n d

relevancy of

content.

Teacher’s use of content

appears to contain

numerous inaccuracies.

Content seems to be

viewed more as isolated

skills and facts rather than

as part of a larger

conceptual structure.


appears to be mostly

accurate. Shows some

awareness of the big

ideas or structure of the

discipline.


appears to be accurate.

Focus of the content is

congruent with the big

ideas or structure of the

discipline.

Teacher provides

cross-content

approach to student

learning, stressing

depth and breadth of

content.

Lesson and Unit

Structure

The lessons within

the unit do not

demonstrate

knowledge of how

content is created

and developed.

The lessons within the unit

are not logically organized

(e.g., sequenced).

The lessons within the unit

have some logical

organization and appear to

be somewhat useful in

moving students toward

achieving the learning

goals.

Most lessons within the

unit are logically

organized and appear to

be useful in moving

students toward achieving

the learning goals.

All lessons within the

unit demonstrate how

knowledge of content

is created and

organized and

integrates knowledge

from other fields of

content.

Use of a Variety

of Instruction,

Activities,

Assignments and

Resources

A single,

instructional

modality is used

with textbook as

only reference.

Little variety of instruction,

activities, assignments, and

resources. Heavy reliance

on textbook or single

resource (e.g., work sheets).

Some variety in instruction,

activities, assignments, or

resources but with limited

contribution to learning.

Significant variety across

instruction, activities,

assignments, and/or

resources. This variety

makes a clear contribution

to learning.

Instructional strategic

assignments are varied

to accommodate

individual learners and

to achieve lesson goals.


Use of Contextual

Information and

Data to Select

Appropriate and

Relevant

Activities,

Assignments and

Resources

Instruction has not

been based upon

knowledge of

subject matter,

students or pre-

assessment data.

Instruction has been

designed with very limited

reference to contextual

factors and pre-

assessment data. Activities and assignments

do not appear productive

and appropriate for each

student.

Some instruction has been

designed with reference to

contextual factors and pre-

assessment data. Some

activities and assignments

appear productive and

appropriate for each

student.

Most instruction has been

designed with reference

to contextual factors and

pre- assessment data.

Most activities and

assignments appear

productive and

appropriate for each

student.

All instruction addresses

the diverse needs of

individual students and

contextual factors of

community, school

and class.

Use of

Technology

Teacher does not

use technology

during

instruction.

Technology is

inappropriately used and

inappropriate rationale is

provided.

Teacher uses technology

but it does not make a

significant contribution to

teaching and learning or

teacher provides limited

rationale for not using

technology.

Teacher integrates

appropriate technology

that makes a significant

contribution to t e a c h i n g

and learning or provides a

strong rationale for not

using technology.

Teacher integrates a

variety of media and

technology into

instruction and relates

both directly to lesson

goals.


Sound

Professional

Practice

Instructional decisions

are inappropriate for

age of student,

content, and

community.

Many instructional

decisions are

inappropriate and not

pedagogically sound.

Instructional decisions

are mostly appropriate,

but some decisions

are not pedagogically

sound.

Most instructional

decisions are

pedagogically sound

(i.e., they are likely to

lead to student

learning).

Most instructional

decisions are

pedagogically sound

and build on concepts

and skills previously

learned.

Modifications

Based on Analysis

of Student

Learning

Teacher treats class as

“one plan fits all” with

no modifications. Fails

to demonstrate

evidence of

instructional

modifications.

Limited modifications of the instructional

plan have

been made, to

accommodate

individual learners.

Some modifications of the instructional plan

are

made to address

individual student

needs, but these are not

based on the analysis of

student learning, best

practice, or contextual

factors.

Appropriate modifications

of the instructional plan

are made to address

individual student needs.

These modifications are

informed by the analysis

of student

learning/performance,

best practice, or

contextual factors.

Appropriate

modifications of the

plan are made to

individualize

instruction. Rational to

improve student

progress is provided.

Congruence

Between

Modifications

and Learning

Goals

Inappropriate

modification in

instruction.

Modifications in

instruction lack

congruence with

learning goals.

Modifications in

instruction are

somewhat congruent

with learning goals.

Modifications in

instruction are congruent with

learning goals.

Modifications in

instruction are

congruent with learning

goals and cites current

research as the

rationale for the

modifications.


Task V: Analysis of Student Learning Rubric TPA Goal: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

Rating →

Indicator ↓

0

Unacceptable 1

Emergent 2

Developing 3

Target 4

Accomplished

Score

Clarity and

accuracy of

Presentation

Presentation does not

include data.

Presentation is not

clear and accurate; it

does not accurately

reflect the data.

Presentation is

understandable and

contains few errors.

Presentation is easy to

understand and

contains no errors of

presentation.

Contains no errors of

presentation.

Presentation is

communicated with the

use of technology and

media.

Alignment

with

Learning Goals

Neither analysis of

student learning nor visual

representation is aligned

with learning goals.

Analysis of student

learning is aligned with

learning goals. Visual

representations do not

include whole class,

sub-groups or

individual students.

Analysis of student

learning is general with

learning goals and/or

fails to provide a

comprehensive profile of

student learning relative

to the goals for the

whole class, subgroups,

and two individuals.

Analysis is fully aligned

with learning goals and

provides a

comprehensive profile

of student

learning for the whole

class, subgroups, and

two individuals.

Analysis is thorough and

complete, recognizing

student progress in

developing content

proficiency. Visual and

narrative summaries

demonstrate the

extent of student

progress.

Interpretation

of Data

Interpretation is

unsupported by data

Interpretation is

inaccurate, and

conclusions are

missing.

Interpretation is

technically accurate,

but conclusions are

missing or not fully

supported by data.

Interpretation is

meaningful, and

appropriate conclusions

are drawn from the

data.

Interpretation is

comprehensive.

Appropriate conclusions

are drawn from the data.

Candidate has

detailed the

assessment and

evaluation of student

gains.


Evidence of

Impact on Student

Learning

Analysis is weak and

fails to provide

subgroup achievement

Analysis of student

learning fails to

include evidence of

impact on student

learning in terms of

numbers of students

who achieved and

made progress toward

learning goals. No

remediation is

provided.

Analysis of student

learning includes

incomplete evidence of

the impact on student

learning in terms of

numbers of students

who achieved and

made progress toward

learning goals. Limited

remediation is

provided.

Analysis of student

learning includes

evidence of the impact

on student learning in

terms of number of

students who achieved

and made progress

toward each learning

goal. Remediation is

specific.

A thorough analysis of

the learning gains of all

students and subgroups

is presented.

Remediation is specific.


Task VI: Reflection and Self-Evaluation

TPA Goal: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

Rating →

Indicator ↓ 0

Unacceptable 1

Emergent 2

Developing 3

Target 4

Accomplished

Score

Interpretation of

Student Learning

No evidence or

reasons provided to

support conclusions

drawn in “Analysis of

Student Learning”

section.

Provides one

possible reason as

evidence to support

conclusions drawn

in Analysis of

Student Learning.

Provides evidence

but simplistic,

superficial reasons

are given or

hypotheses to

support conclusions


Student Learning”

section.

Uses evidence to

support conclusions


Student Learning”

section.

Uses evidence to

support more than four

conclusions drawn in

“Analysis of Student

Learning” section.

Explores multiple

hypotheses for why

some students did and

others did not meet

learning goals.

Insights on

Effective

Instruction and

Assessment

Provides no rationale

for why some activities

or assessments were

more successful than

others.

Rationale for

activities or

assessments

presented in

confusing manner;

insights limited to

knowledge-based

instruction and use

of formal

assessments.

Identifies successful

and unsuccessful

activities or

assessments and

superficially explores

reasons for their

success or lack

thereof (no use of

theory or research).

Identifies successful and

unsuccessful activities

and assessments and

provides plausible

reasons (based on

theory or research) for

their success or lack

thereof.

Reflects on own

performance as a teacher

focusing on the impact

of the experience on

student learning. Current

research findings

are incorporated as

supportive

documentation.

Alignment Among

Goals, Instruction

and Assessment

Does not connect

learning goals,

instruction, and

assessment results in

the discussion of

student learning and

effective instruction

and/or the connections

are irrelevant or

inaccurate.

Connections

among learning

goals, instructions

and assessments

are irrelevant or

inaccurate.

Connects learning

goals, instructions, and


the discussion of student

learning and

effective instruction,

but

misunderstandings

or conceptual gaps

are present.

Logically connects

learning goals,

instruction, and


the discussion of


effective instruction.

Connects learning goals,

instruction and


the discussion of


effective instruction.

Current research

findings are incorporated

as supportive

documentation.


Implications for

Future Teaching

Provides no ideas or

inappropriate ideas for

redesigning learning

goals, instruction, and

assessment.

Provides limited

ideas for


goals, instruction,

and assessment.

Rationale is

inadequate; or

absent.

Provides ideas for


goals, instruction,

and assessment but

offers no rationale for

why these changes

would improve

student learning.

Provides ideas for


goals, instruction, and

assessment and explains

why these modifications

would improve student

learning.

Provides a repertoire

of strategies, offering

specific alternative

actions complete with

probable successes

for student learning.

Implications for

Professional

Development

Provides no

professional learning

goals.

Provides goals that

are not related to

the insights and

experiences

described in this

section.

Presents


goals that are not

strongly related to

the insights and

experiences described in

this section and/or

provides a vague

plan for meeting the

goals.

Presents professional

learning goals that

emerge from the insights

and experiences descried

in

this section.

Presents four or more


goals that clearly

emerge from the

insights and

experiences described

in

this section. Describes at

least two specific steps

to meet these goals.


TPA Format Expectations Rubric

Rating →

Indicator ↓ 0

Unacceptable 2

Developing 3

Target

4

Accomplished

Score

Format and

Organization

The TPA product quality

is unacceptable due to

format or organization

issues that make the

document difficult to

navigate, read, and

understand.

The TPA product format

and organization is easy to

navigate, read and

understand. Some

problems or irregularities in

organization and formatting

detract from the overall

quality.

The TPA product format

and organization is clear,

and easy to navigate,

The Candidate’s product is fully effective. Any problems or irregularities in organization and formatting do not detract from the overall quality of the document

Writing

The writing is largely

informal and there are

many errors in spelling,

punctuation, and

grammar. The writing

and grammar does not

represent minimal

teacher competency.

The writing is largely formal

and professional. There are

some errors in spelling,

punctuations and grammar.

The writing and grammar

represents at least minimal

teacher competency.

The writing is always

formal and well written.

There are almost no

errors and spelling,

punctuation and

grammar. The writing

and grammar is

representative of a

competent educator.

The writing is very formal and professional. There are no errors in spelling grammar and punctuation. It is representative of a highly competent educator

References

Materials, works ideas,

and identities of others

are not consistently

treated in a professional

manner.

There is no evidence of

plagiarism. Materials, works,

and ideas that are not

developed by the candidate are

appropriately credited to the

original authors.

There is no evidence of

plagiarism. Materials,

works, and ideas that

are not developed by

the candidate are

appropriately credited

to the original authors.

There is no evidence of plagiarism. Materials, works, and ideas that are not developed by the candidate are appropriately credited to the original authors.


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Teacher Performance Assessment Teacher Work Sample Rubric