ELM400

CAPSTONE PROJECT ASSESSMENT RUBRIC

Semester ______Year ______

______

Student Concentration Area

1 / 2 / 3 / scores
Criteria / Unacceptable / Acceptable / Target
Learning Context
The candidate has clearly described the school neighborhood and given a thorough demographic description of the student population served.
LEADSERVE 4,8; NCDPI-C 6; NCDPI-D 2,4; SA ELM 15
The candidate has given a brief, albeit sufficient, description of each child in the classroom including: pertinent background information, strengths, challenges, behavioral considerations, and student interests
LEADSERVE4,8; NCDPI-C 6; NCDPI-D 2,4; SA ELM 15
The candidate has thoroughly described five classroom members indicating student-watching skills have been employed – e.g. comparison, synthesis, and analysis of data, both cognitively and socially
LEADSERVE4,8; NCDPI-C 6; NCDPI-D 2,4; SA ELM 15
Unique Learner
The candidate has thoroughly described (2-4 pages, double-spaced ) a unique learner indicating student’s strengths and areas of need, both cognitively and socially
LEADSERVE 4,8;
NCDPI-C 2-3; NCDPI-D 1-2,4; SA ELM 14-15
The candidate can translate lesson objective(s) into specific knowledge and skills for an unique learner (as needed) by modifying instructional plan
LEADSERVE 1-2,4-5,8; NCDPI-C 1-2; NCDPI-D 1-2; NCDPI-T 1-5; SA ELM 2-3,7-10, 15
The candidate can predetermine the desired level of proficiency for each objective/outcome and modify assessment plan as needed for an unique learner
LEADSERVE 1-2,4-5,8; NCDPI-C 1-2; NCDPI-D 1-2; NCDPI-T 1-5; SA ELM 2-3,7-10, 15
Unit-Stage One
The candidate understands why the unit is important to student cognitive growth and development in the subject matter area
LEADSERVE 2, 5; NCDPI-C 1, 2; NCDPI-D 1-2; SA ELM 2, 3
The candidate articulates a detail content web outlining the core content of the subject area
LEADSERVE 2, 5; NCDPI-C 1, 2; NCDPI-D 1-2; SA ELM 2, 3
The candidate articulates essential questions that are at the core of your content and often leads to, or requires further investigation.
LEADSERVE 2, 5; NCDPI-C 1, 2; NCDPI-D 1-2; SA ELM 2, 3
The candidate gives a complete list of the desired knowledge and skills
LEADSERVE 2, 5; NCDPI-C 1, 2; NCDPI-D 1-2; SA ELM 2, 3
Assessment-Stage Two
The candidate clearly articulates strategy (ies) to pre-assess students’ knowledge and skills at the beginning of the unit
LEADSERVE 1-2, 5; NCDPI-C 2; NCDPI-T 5; SA ELM 2
The candidate uses many and varied authentic formative assessment strategies to monitor student learning
LEADSERVE 1-2, 5; NCDPI-C 2; NCDPI-T 5; SA ELM 2
The candidate clearly states authentic summative assessment strategies (including scoring rubric) to determine student learning gains
LEADSERVE 1-2, 5; NCDPI-C 2; NCDPI-T 5; SA ELM 2
The candidate demonstrates an understanding of the role assessment plays in instructional decisions as evidenced by the alignment of assessment strategies with unit goals/objectives
LEADSERVE 1-2, 5; NCDPI-C 2; NCDPI-T 5; SA ELM 2
Learning Activities (including unit timeline)
The candidate can sequence learning logically and defensibly over a sustained period of time
LEADSERVE 1-2,4-5,8; NCDPI-C 1-2; NCDPI-D 1-2; NCDPI-T 1-5; SA ELM 2-3,7-10, 15
The candidate clearly articulates lesson plans; uses technical (professional) language to explain ideas and procedures
LEADSERVE 1-2,4-5,8; NCDPI-C 1-2; NCDPI-D 1-2; NCDPI-T 1-5; SA ELM 2-3,7-10, 15
The candidate uses various instructional strategies appropriate for the varied learning tasks
LEADSERVE 1-2,4-5,8; NCDPI-C 1-2; NCDPI-D 1-2; NCDPI-T 1-5; SA ELM 2-3,7-10, 15
The candidate uses various authentic assessment strategies to determine learning gains
LEADSERVE 1-2, 5; NCDPI-C 2; NCDPI-T 5; SA ELM 2
Scores