Following are examples of rubrics used by for assessment in EDCI 3320, Middle Level Curriculum and Philosophy.
EDCI 3320 – Middle Level Curriculum & Philosophy
Historical Timeline Project
Scoring Rubric
Each student will create a graphic representation of the sequence of historical events that led to the development of the current middle school project. You may use any format and any media you wish. Use your imagination and have fun. Be prepared to show your timeline to the class and explain it. The following rubric can be used as a guide for creating your timeline, and it will be used to score your timeline as well.
Element / 3 points / 2 points / 1 pointQuality of Information / All dates and events are significant and are represented accurately. / There is one error in significance or the representation of dates or events. / There are 2 or more errors in significance or the representation of dates or events.
Quantity of Information / There are at least 8 events represented. / There are 6-7 events represented. / There are five or fewer events represented.
Presentation / Visual presentation of timeline is innovative and neatly done. / Visual presentation of timeline is innovative but not neatly done. / Visual presentation of timeline is neither innovative nor neatly done.
Effort / There is clear evidence of planning and effort. / There is moderate evidence of planning and effort. / Project appears to have been done in a rush. Little evidence of planning or effort.
This is an example of an “analytical rubric.”
EDCI 3320 – Middle Level Curriculum and Philosophy
Community/School/Classroom Observations
Each student will begin the field experience with observations of the community, the school, the classroom, and the teacher. Record the observations by element. See the Field Experience Community/School Observation Sheet for the observation list.
Element / 10 points / 7 points / 5 points / 1 pointCommunity Observations / Observations include items on the Field Experience Community/School Observation Sheet / Observations include most of the items on the Field Experience Community/School Observation Sheet / Observations include at least half of the items on the Field Experience Community/School Observation Sheet / Observations include two of the items on the Field Experience Community/School Observation Sheet
School
Observations / Observations include the items on the Field Experience Community/School Observation Sheet / Observations include most of the items on the Field Experience Community/School Observation Sheet / Observations include at least half of the items on the
Field Experience Community/School Observation Sheet / Observations include two of the items on the Field Experience Community/School Observation Sheet
Classroom Observations / Observations include the items on the Field Experience Community/School Observation Sheet / Observations include most of the items on the Field Experience Community/School Observation Sheet / Observations include at least half of the items on the
Field Experience Community/School Observation Sheet / Observations include two of the items on the Field Experience Community/School Observation Sheet
Teacher Observations / Observations include the items on the Field Experience Community/School Observation Sheet / Observations include most of the items on the Field Experience Community/School Observation Sheet / Observations include three of the items on the Field Experience Community/School Observation Sheet / Observations include two of the items from the FieldExperience Community/School Observation Sheet
Obs. during special times (passing periods, assemblies, sub. teacher, lunch, after/ before school) / Observations include four items from the Field Experience Community/School Observation Sheet / Observations include at least three of the items in the Field Experience Community/School Observation Sheet / Observations include two of the items from the Field Experience Community/School Observation Sheet / Observations include one item from the Field Experience Community/School Observation Sheet
Final reflection / Reflect on the role the community plays in the school and classroom of the field school and list five observations. / List at least three way the community plays a role in the school and in the classroom of the field school / List at least two way the community plays a role in the school and in the classroom of the field school / List at least one way the community plays a role in the school and in the classroom of the field school
EDCI 3320 – Middle Level Curriculum & Philosophy
Professionalism
Scoring Rubric
Weight in relationship to final course grade: 10%
Maximum score possible: 24 points
Each student will be assessed on professionalism by the course instructor and by the field placement supervisor.
Element / 3 points / 2 points / 1 pointAttendance/Punctuality * / Student has perfect attendance and punctuality / Student is absent or late once. / Student is absent or late more than once.
Participation * / Student participates actively. / Student’s participation is inconsistent or partial. / Student’s participation is inadequate.
Professional attire and appearance during field placement days / Student is consistently dressed appropriately. / Student arrives at field placement dressed inappropriately once. / Student arrives at field placement dressed inappropriately more than once.
Dependability * / Student is always prepared and takes responsibility for individual assignments and for group assignments. / Student’s preparedness and responsibility is inconsistent. / Student is often unprepared or not irresponsible.
Initiative * / Student consistently takes initiative in assignments, class activities, and field placement. / Student’s initiative is inconsistent. / Student’s takes little or no initiative.
Communication * / Student communicates clearly and professionally instructor, peers, cooperating teacher, and ML students. / Student’s communication is inconsistently clear or professional / Student’s communication is unclear or reluctant.
Collaboration * / Collaborates well and consistently with classmates and cooperating teacher. / Inconsistent in collaboration with classmates and cooperating teacher. / Does not collaborate with classmates or cooperating teacher.
Attitude * / Shows positive professional attitude, flexibility, and enthusiasm. / Attitude is somewhat resistant or unenthusiastic. / Attitude is negative, inflexible, or unprofessional.
* In class AND in the field placement
EDCI3320-Middle School Curriculum and Philosophy
Conducting an Inquiry Rubric
Students will follow the appropriate steps to conduct an Inquiry Study, document information collected, and draw conclusions based on the findings of the inquiry.
Element / 10 points / 7 points / 5 points / 1 pointTopic of Inquiry / Topic shows a high level of insight into teaching middle level students and understanding how they learn / Topic shows strong insight into teaching middle level students and understanding how they learn. / Topic has some relationship to teaching middle level students / Topic has little relationship to teaching middle level students
Planning the Inquiry Study
(include time lines and all materials) / Arrangements made in advance and included: a letter to the teacher explaining the inquiry, a request for permission to conduct the inquiry, a date for conducting the inquiry, a collection of materials for the inquiry, a set of directions for conducting the inquiry / Arrangements made in advance included: talking with the teacher to explain the inquiry, setting a time to conduct the, securing most materials needed in the inquiry / Arrangements showed little advance planning and included asking the teacher for permission conduct the inquiry, securing most of the materials for the inquiry / Arrangements were made at the last minute and included asking the teacher for permission and conducting the inquiry on the same day using materials from the teacher
Format of the Inquiry / The inquiry format and the inquiry topic were well matched, well develop showing testing of the format used in construction of the inquiry / The inquiry format and inquiry topic were well developed / The inquiry format and the inquiry were adequate to secure information / The inquiry format and the topic were weak and showed little effort on the part of the author
Conducting and Analyzing the Inquiry / The inquiry was conducted, materials were collected, the data analysis was completed showing relevance to middle level students, and information was submitted on time and well ordered / The inquiry was conducted, materials were collected, information was analyzed related to middle level students, information was submitted on time / The inquiry was conducted, materials were collected, information was analyzed and submitted on time / The inquiry was conducted at the last minute, some materials were collected, an analysis was submitted, the inquiry was submitted late and disorganized
Observations from the Inquiry / Based on the inquiry, at least five strong suggestions were developed to improve work with middle level students. / Based on the inquiry, at least three strong suggestions were developed to improve work with middle level students / Based on the inquiry, at least two strong suggestions were developed to improve work with middle level students / Based on the inquiry, one strong suggestion was developed to improve work with middle level students
Presentation of Inquiry Materials / The inquiry study was organized and presented in a way that would allow for others to read and draw conclusions from the study / The inquiry study was organized and submitted / The inquiry study was submitted and had some order / The inquiry was submitted, but had little organization and showed little effort
Bonus Points awarded for extra effort and creativity
EDCI 3320 – Middle Level Curriculum & Philosophy
Philosophy of Middle Level Education
Scoring Rubric
Maximum score possible: 50 points
Each student will generate a personal philosophy of middle level education. This philosophy must address at least three of the unique educational needs of early adolescents and the major tenets of the middle school model. This philosophy should be able to serve as a clear expression of one’s belief system as well as a guide for daily decision-making as a middle school teacher. This philosophy should be about 1 to two pages double spaced.
Element / 10 points / 5 points / 1 pointUnderstanding of early adolescent development / Philosophy shows excellent knowledge of early adolescent development, and includes a satisfactory description of methods for gaining specific information about students. / Philosophy shows satisfactory knowledge of early adolescent development, and includes a limited description of methods for gaining specific information about students. / Philosophy shows unsatisfactory knowledge of early adolescent development, and does not include a satisfactory description of methods for gaining specific student information.
Developmentally responsive curriculum / Philosophy shows excellent knowledge of developmentally responsive curriculum and gives examples. / Philosophy shows limited knowledge of developmentally responsive curriculum or does not give examples. / Philosophy shows unsatisfactory knowledge of developmentally responsive curriculum; does not give examples.
Developmentally responsive pedagogy / Philosophy shows excellent knowledge of developmentally responsive pedagogy and gives examples. / Philosophy shows satisfactory knowledge of developmentally responsive pedagogy. / Philosophy shows unsatisfactory knowledge of developmentally responsive pedagogy.
Description of school organization / Description refers to several aspects of school organization (scheduling, teaming, collaboration, school culture, mini-courses, other opportunities for students, etc. / Description of school organization is limited and does not convey the organization of a good middle school. / Description of school organization is unsatisfactory.
Description of school structure: advisories / Philosophy refers to advisories and describes their purpose thoroughly and accurately. / Philosophy refers to advisories but statement of purpose is limited or unclear. / Philosophy refers to advisories but statement of their purpose is inaccurate or incomplete.
Description of Classroom Management / Belief statement about classroom management reflects adequate thought and is appropriate to middle school, including classroom organization, organization of materials, and discipline. / Belief statement regarding classroom management is limited or is not appropriate to middle school. / Belief statement is absent or unsatisfactory.
Description of partnership with parents *(We have not discussed this, so check the text book for ideas. / Philosophy states beliefs about the importance of partnerships with parents and gives some examples of ways to build partnerships. / Philosophy states beliefs about parent partnerships but does not include examples. / Philosophy does not state beliefs about parent partnerships or statement is unclear/unsatisfactory.
Diversity Issues / Philosophy includes belief statement regarding the importance of teachers being responsive to all types of diversity situations in the classroom. / Diversity belief statement is limited or does not recognize the importance. / Diversity belief statement is absent or unsatisfactory.
Technical aspects of the philosophy / Grammar and spelling are correct and writing shows the ability to express ideas of middle level education