UNIT WORK SAMPLE SCORING RUBRIC

Description

of Students

ACEI 3.1
NAEYC 1a
Contextual Factors collaborating with
others and sources of
information
ACEI3
Sc
Contextual

Factors

SCHOOL OF EDUCATION

Describes students in-depth according to

ability, disabilities, ethnicity/race,
socioeconomic status, student interests an.d
other relevant school factors that could
impact student learning; list 5 or more factors.

Describes students according to some

differences, lists at least 4 factors that could
impact student learning

Does not include at least three (3) types of

descriptions; displays minimal understanding
of addressing a variety of student needs.

Uses substantial information from

descriptions of the students to select
standards to meet students' individual
differences and plan instruction and
assessment

Uses adequate information from the

descriptions to select standards to meet
students' differences and plan instruction
and assessments

Fails to use the information from the

descriptions to plan instruction and
assessments to meet the needs of students

Data is collected from multiple sources,

including verbal, nonverbal and media, etc.

Uses at least three (3) types of sources to

collect data

Uses only one data source (records) to set

standards
plan

Displays an understanding of the importance

of collaborative relationships with families,
school colleagues and agencies in the
community.

Selected sources show the importance of

collaborative relationships with families,
school colleagues, and agencies in the
community

Shows little or no importance of collaborative

relationships with families, school colleagues,
and agencies in the community

All objectives are thorough, significant and

challenging, and are clearly stated and
correlated with the SC State standards

Objectives are challenging and are clearly

stated and correlated with the SC State
standards

Objectives are not given; standards

are used.

Objectives are appropriate for the

development, prerequisite knowledge,
experiences, diversity, and other student
needs

Objectives are appropriate for the

development, prerequisite knowledge and
experiences, but are limited in diversity or
other student needs.

Objectives are not given; standards

are used.

All objectives contain performance,

conditions and criteria components

Objectives are measurable,

components

ACEI3.S/NAEYC 3b
Contextual

Factors

ACEI S.2/NAEYC 2c

Objectives
ACEI 3.3/NAEYC Sb
Objectives
ACEI 3.2/NAEYC Sc
Objectives
ACEI 3.2/NAEYC Sc

products,

containing 2-3

Objectives are not measurable.

Overall Rating
Alignment with
learning Objectives
Revised 2015

Plans to assess each objective domain through

the assessment plan.

Plans to assess most of the objectives

through the assessment plan.

Does not plan to assess the objectives

through the assessment plan

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and Assessment
ACEI 4.0/NAEVC 3b
Alignment with
learning Objectives
and Assessment

All assessments are congruent with standards,

content and cognitive complexity.

Most assessments are congruent with the

standards, content, but have limited
cognitive complexity.

All content is paced and sequenced

is covered in the allotted time

Content is paced that it is covered in the

allotted times, but there are some
sequencing issues

Assessments are not congruent with the

standards, content, or cognitive complexity.

ACEI 4.0/NAEVC 3b
. Overall

Rating

Instructional Plan
NAEVCSc

so that it

The content is not paced and sequenced

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time

Instructional Plan
NAEVCSc

All standards thoroughly

skills and dispositions

Instructional

3 or more activities relate to real world

experiences

2 activities relate to real world experiences

Activities do not relate to real world

experiences

The instructional plan aligns with the

objective(s) for each content area.

The instructional plan aligns with the

objective(s) for at least two or more content
areas.

The instructional plan does align with the

objective(s) for any of content areas.

Plan

NAEVCSc
Instructional Plan
NAEVCSc
Overall

Standards are inclusive of knowledge,

and dispositions

skills

Standards are not inclusive of knowledge,

skills, and dispositions

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ACEI 3.3/NAEVC 4b;4c

Design for Instruction

ACEI 1.0/NAEVC Sc
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Uses and justifies a variety of strategies to
teach students on varying levels, including
activities that require students to think
critically and solve problems.

Uses a variety of strategies to teach students

on varying levels, including activities that
require students to think critically and solve
problems.

Uses less than three (3) strategies; does not

accommodate the varying levels of students
or activities that require students to think
critically and solve problems.

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Designs instruction for specific learning

standards using students' characteristics
needs for learning contexts.

Designs most of the instruction using the

standards, but fails to use students'
characteristics and needs for learning
contexts

Attempts to design the instruction using the

standards, but the attempt lacks congruency
and fails to use students' characteristics and
needs for learning contexts.

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Knowledge of Students'
Skills and Prior
learning
ACEI 3.1
Multiple

Assessment
Modes
ACEI 4.0/NAEVC 3b

Revised 2015

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Rating

Selection of Strategies
for Varying levels

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display knowledge,

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Displays specific understanding of students'

skills and prior learning that affect instruction.

Displays general understanding of students'

skills and prior learning that affect
instruction.

Displays no understanding of students' skills

and prior learning that affect instruction.

All informal assessments

aligned to the objectives

Informal assessments are aligned to

adequate portions of the standards

Does not use informal assessments

are completely

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Multiple

Assessment

Allformal assessments are completely aligned

to the objectives

Formal assessments are aligned to adequate

portions of the standards

Does not use formal assessments

Uses more than one (1) authentic assessment

type

Applies an authentic assessment type

Does not use authentic assessments

Uses more than one (1) I performance tasks

and includes the scoring rubric

Uses a performance task(s) but-does not use

a scoring rubric

Does not use performance tasks

Plans substantially for student reflections

Plans adequately for student reflections

Does not plan for student reflections

1-

Validity of Assessments
ACEI 4.0/NAEYC 3b

Allassessments are valid

Most assessments are valid

Assessments are not valid

2.

Validity of Assessments
ACEI 4.0/NAEYC 3b

Allitems or prompts are clearly written and

correct

Items or prompts are clearly written, but

exhibit minimal errors

Items or prompts are not clearly written

Alldirections and procedures are clearly

written and correct

Directions and procedures are clearly

written, but exhibit minimal errors

Directions and procedures are not clearly

written

Thoroughly, but succinctly, explains the

scoring procedures for all of the assessments

Adequately explains some of the scoring

procedures for the assessments

Failsto explain the scoring procedures for

any of the assessments.

Uses assessment data using graphs, charts,

tables, etc., to profile student learning and
communicate information about student
progress and achievement.

Provides an appropriate summary of

assessment data to explain student learning
and communicate information about
student progress and achievement.

Makes an inadequate attempt to summarize

or display student learning and communicate
information about student progress and
achievement.

Thorough and accurate interpretation is

provided

An adequate interpretation is provided;

contains few errors in accuracy

Interpretation is not accurate

Meaningful, appropriate, and data supported

conclusions are drawn

Meaningful and appropriate conclusions are

drawn with limited inclusion of data

Conclusions are not meaningful or supported

by data

2-

Provides relevant and detailed hypotheses for

all achieved and unachieved learning goals.

Provides generalized hypotheses for why

students met or did not meet the learning
goals

Does not provide hypotheses as to why the

students did not meet the learning goals

J-

Modes/NAEYC 3b
!\CEI 4.0/NAEYC 3b
Multiple

Assessment
Modes

2-

ACEI 4.0/NAEYC 3b
Multiple

Assessment

Modes
ACEI 4.0/NAEYC 3b
Multiple

/2-

Assessment
Modes

ACEI 4.0/NAEYC 3b

Overall Rating

Validity of Assessments
ACEI 4.0/NAEYC 3b

Overall Rating
Scoring Procedures
Explained(Eval. Crit)
ACEI 4.0/NAEYC 3b
Analysis of Student
Learning
ACEI 4.0/NAEYC 3b
Interpretation
of Data
and Student Learning
!\CEI 4.0/NAEYC 3b
Interpretation
of Data
and Student Learning
ACEI 4.0/NAEYC 3b
Interpretation
of Data
and Student Learning
ACEI 4.0/NAEYC 3b
Revised 2015

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Overall Rating
Instructional Decisionmaking
ACEI 4.0/NAEYC 3c

Uses ongoing analysis of student learning to

make instructional decisions.

Uses intermittent analysis of student

learning to make instructional decisions.

Effective Instruction
and Assessment

Identifies successful and unsuccessful

Identifies unsuccessful and successful
activities and assessments
activities, but not assessments or vice versa
~_A_C_E_I_4_.0~/N_A_E_Y_C_3_c
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Effective Instruction
Provides plausible reasons (based on theory
Provides plausible reasons to support why
and Assessment
or research) for both the success and lack
activities and assessments were either
ACEI
3c
thereof
successful or not successful

Provides no evidence of using an analysis of

student learning to make instructional
decisions.
Does not identify successful or unsuccessful
activities or assessments

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Does not provide reasons to support the
success or nonsuccess of activities or
assessments

Overall Rating
Impact on Student
Learning
ACEI 4.0/NAEYC 3b
Clarity and Accuracy of
Presentation/NAEYC

6b

Includes substantial evidence of the impact on

student learning in terms of the number of
students who achieved and made progress
toward the unit objectives

Includes adequate evidence of the impact on

student learning in terms of numbers of
students who achieved and made progress
toward the unit objectives

Includes incomplete or no evidence of the

impact on student learning in terms of
numbers of students who achieved and made
progress toward unit objectives

Is easy to follow and contains no errors in

conventions or grammar usage.

Is easy to follow and contains minimal errors

in conventions or grammar usage.

Is easy to follow and contains numerous

errors in conventions or grammar usage.

Reflects comprehensively on his or her

instruction and student learning in order to
improve teaching practice.

Reflects adequately on his or her instruction

and student learning in order to improve
teaching practice.

Reflects, but does not adequately support

ways to improve teaching practice.

Ample student work attached

Appropriate student work attached

No student work attached

_3

Reflection/Self
Evaluation
ACEI5.
Student Work

4d

TOTAL

Candidate demonstrates a limited amount of the attributes of

the standard. Performance indicates that few competencies
have been demonstrated.

Revised 2015

standard. Performance indicates that the competency has

been demonstrated including examples, extension, or
enrichment.

POINTS

Performance clearly indicates that the competency has been

mastered, including examples, extension, and enrichment.

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