Video Analysis of Teaching: Final Project Grading Rubric

EDUC 7702/7703

L1
(0-1) / L2
(2-3) / L3
(4-5) / L4
(6-7) / Comments
Powerpoint
A. Presentation: Appropriate number of slides presented in allotted time frame. Presentation was engaging.
B. Content: Overview of VAT experience provided context and presented objectives. VAT Plan slides identified an area for improvement, as well as a plan for improvement.
C. Learning theories accurately identified and rationale for using them provided. Learning theory and instruction connected to context and objectives.
Narrative
A. Presentation: APA format followed; appropriate grammar, usage, mechanics used.
B. Content: Contextualizes the VAT experience. Discusses, using citations from text, end goals for improving teaching based on observations of instruction. Provides a summary that indicates the significance of the self-observation, self-reflective study.
Overall
A. Project is well-constructed, well-presented, and well-written.
B. Project reflects the comprehensive Video Analysis of Teaching experience that has been the focus of student knowledge, skills, and dispositions throughout the semester.
C. Project is both reflective and scholarly. The student’s work clearly illustrates a sense of professional self in addition to professional knowledge of teaching and learning.
TOTAL
Rating
/ Description

Level 1

Novice
/ The candidate’s performance offers little or no evidence of achieving the performance expectation. Although there may be occasional points that vaguely suggest the candidate has achieved the expected outcome, viewed as a whole the candidate’s performance provides little or no evidence of performance expectations. Writing is descriptive in nature and provides no rationale for or analysis of one’s teaching practices.

Level 2

Emerging / The candidate’s performance provides limited evidence that the performance expectation has been met. Performance may occasionally hint at a higher level of practice but viewed as a whole the candidate’s performance provides limited evidence of performance expectations. Writing is primarily descriptive with limited rationale for or analysis of one’s teaching practices. Practices may not be research based or best-practice.

Level 3

Advanced / The candidate’s performance provides clear evidence that the performance expectation has been met. Performance may not be as detailed or rich as Level 4, but overall, there is clear evidence that the candidate has achieved the performance expectations. Writing is descriptive, analytic and reflective. Writing provides clear rationale, analysis and reflection on teaching practices. Practices are research based and represent best practices.

Level 4

Expert / The candidate’s performance provides clear, consistent, and convincing evidence that the performance expectation has been met. Writing is rich in description, analysis and reflection identifying areas of strength and providing suggestions for expansion or improvement in teaching practices..

1