TSCIENCE SCORING RUBRICS AND SCORING SUMMARY FORM
Circle the score given for each rubric.
PLANNING ASSESSMENT
Review these Task 1 & 2 sources for evidence to support score: Review these Task 4 sources for evidence to support score:
Task 1 Context Form Evaluative Criteria or Rubric
Context Commentary Student Work Samples
Task 2 Lesson Plans Assessment Commentary
Instructional Materials (and consider previously reviewed Task 1, 2, & 3 sources)
Planning Commentary
S1 Establishing a balanced instructional focus 1 2 3 4 S6 Analyzing student work from an assessment 1 2 3 4
S2 Making content accessible 1 2 3 4 S7 Using assessment to inform teaching 1 2 3 4
S3 Designing assessments 1 2 3 4 S8 Using feedback to promote student learning 1 2 3 4
INSTRUCTION REFLECTION
Review these Task 3 sources for evidence to support score: Review these Task 5 sources for evidence to support score:
Video Clip(s) Daily Reflections
Lesson Plan Reflective Commentary
Instruction Commentary (and consider previously reviewed Task 1, 2, 3, & 4 sources)
(and consider previously reviewed Task 1 & 2 sources)
S4 Engaging students in learning 1 2 3 4 S9 Monitoring student progress 1 2 3 4
S5 Monitoring student learning during instruction 1 2 3 4 S10 Reflecting on learning 1 2 3 4
ACADEMIC LANGUAGE
Consider evidence from all Teaching Event tasks to support score.
S11 Understanding language demands and resources 1 2 3 4
S12 Developing students’ academic language repertoire 1 2 3 4
CONFIDENCE IN RATINGS
Overall, how confident are you in the ratings that you gave this candidate? (Circle one)
Not confident Somewhat confident Confident Very confident
HOLISTIC IMPRESSION OF PERFORMANCE IN TEACHING EVENT
(Circle one)
We would like to collect your impression of the performance in the Teaching Event independent of the PACT scoring system. Please use your personal criteria for judging beginning teaching to answer the following question: If the evidence of teaching practice in this Teaching Event were typical of a candidate’s current level of practice, what would be your recommendation with respect to awarding them a teaching credential? (Circle one number)
1 2 3 4
Would not recommend Recommendation Strong recommendation for a Strong recommendation with
for a Teaching Credential for a Teaching Credential for a Teaching Credential distinction for a Teaching Credential
at this time (candidate’s areas (has areas of strength that (solid foundation of beginning (exceptional performance
of weakness cause concerns will carry candidate while teaching skills) for a beginner)
for being the teacher of record) s/he works on areas that
need improvement)
Comments/Concerns/Interesting Issues raised by this Teaching Event (record more general comments/concerns on your Scorer Feedback form):
Do you know this candidate? _____ Yes ___x__ No
If yes, in what role? (Check all that apply.) _____ Supervisor _____ Instructor _____ Other ______
(Please describe role)
Please check here if you recommend this Teaching Event as a potential benchmark for next year: _____
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SCI_EVBM3_440011_PACT ©PACT Central Scored: January 24, 2011
Content developed to support the PACT assessment is proprietary. Any use of the PACT assessment beyond meeting the licensure requirements established by the California Commission on Teacher Credentialing (CTC) must be pre-approved by PACT leadership. For permission to use, reproduce, build derivative products or to widely distributePACTmaterials, please contact Nicole Merino (), PACT Director at Stanford Center for Assessment, Learning and Equity (SCALE).
PLANNING ESTABLISHING A BALANCED INSTRUCTIONAL FOCUSS1: How do the plans support student learning of scientific concepts and inquiry skills? (TPEs 1,4,9)
Level 1 / Level 2 / Level 3 / Level 4
· The standards, learning objectives, learning tasks, and assessments either have no central focus or a one-dimensional focus (e.g., solely on a scientific phenomenon, science concept, or investigation/ experimentation skills). / · The standards, learning objectives, learning tasks, and assessments have an overall focus that is primarily one-dimensional (e.g., a scientific phenomenon, science concept, or investigation/experimentation skills).
· The focus includes vague connections among science concepts, real world phenomena, and investigation/experimentation skills. / · Learning tasks or the set of assessment tasks focus on multiple dimensions of science learning through clear connections among science concepts, real world phenomena, and investigation/ experimentation skills.
· A progression of learning tasks and assessments is planned to build understanding of the central focus of the learning segment. / · Both learning tasks and the set of assessment tasks focus on multiple dimensions of science learning through clear connections among science concepts, real world phenomena, and investigation/ experimentation skills.
· A progression of learning tasks and assessments guides students to build deep understandings of the central focus of the learning segment.
Key evidence that supports the assigned score:
Evidence for Level 3: There are clear connections among multiple science concepts, real world phenomena and investigation/experimentation skills:
*Warm-ups include many real-world examples: lesson plan 1
*There is explicit referencing back to previous learning (lesson 1): “The next chapters of evolution connect concepts learned during the genetics unit to Darwinian evolution.” Candidate states she asks questions addressing the genetics unit to give her a pre-assessment of what the students remember from that unit and what they will be able to apply to evolution.
*Lesson 1: Many examples of connections to the real-world:
“Q: Why might genetic variation be a benefit to fish?
Q: Thinking about skin color, what if the environment in this classroom changed to a cold but sunny one?
Q: Think about when the earth first began and oxygen was scarce, and then photosynthetic algae began to produce oxygen. What happened to the different organisms over time?”
“Some students will better understand natural selection through a visual representation and other students will have a more difficult time with this task. I want students to create their own example and drawing because I want them to think about natural selection in the world around them.”
There is an integration of multiple dimensions as well as a planned progression of learning tasks and assessments: “Revisiting the single gene trait and tongue rolling within our population allows me to assess: 1) the students conceptual understanding of single gene versus polygenic traits 2) the students’ ability to create a graph 3) the students ability to interpret a histogram as it relates to the different types of selection and variance of traits, 4) the students’ ability to explain how a histogram relates to the variance of genes, and 5) the students’ ability to predict how different types of selection act on different types of variances within a population.” There is a careful revisiting of key concepts- lessons are artfully designed to build on one another while also allowing for the revisiting of concepts that are relied upon to understand others.
There is a planned progression of learning tasks and assessments designed: “The scientific concepts and inquiry skills build upon one another throughout the four tasks of the learning segment” and “On day two of lesson one, by listening to discussions between students as well as the examples shared out to the class, I can tell whether or not the students are not only able to interpret their histograms, but are also able to apply the terms disruptive, directional and stabilizing selection to real world situations.” (Planning commentary).
This is not a 2 because the standards/objectives, learning tasks are clearly connected to evolution by means of natural selection, THE big idea in biology, and represent a progression of tasks and assessments to understand evolution.
This is not a 4 because the planned connection between creating a histogram using a polygenic trait to help the students learn about how natural selection can affect the normal distribution of phenotypes through directional, disruptive and stabilizing selection is vague (Lesson 1,p. 10), therefore, the establishment of a deep understanding of these topics would be questionable.
(Lesson one does seem to allow for some depth of understanding, but not enough to warrant a 4: “Using an inquiry based method to create definitions for processes or concepts, allows students to come up with definitions on their own through predictions and creates a deeper level of understanding than if I simply had the students read and memorize the definitions.”
Score: __3_____
PLANNING MAKING CONTENT ACCESSIBLES2: How do the plans make the curriculum accessible to the students in the class? (TPEs 1,4,5,6,7,8,9)
Level 1 / Level 2 / Level 3 / Level 4
· Plans refer to students’ experiential backgrounds[1], interests, or prior learning[2] that have little or no relationship to the learning segment’s standards/objectives.
OR
· There are significant content inaccuracies in plans that will lead to student misunderstandings. / · Plans draw on students’ experiential backgrounds, interests, or prior learning to help students reach the learning segment’s standards/objectives.
· Plans for the implementation of learning tasks include support[3] to help students who often struggle with the content. / · Plans draw on students’ prior learning as well as experiential backgrounds or interests to help students reach the learning segment’s standards/objectives.
· Plans for learning tasks include scaffolding or other structured forms of support[4] to provide access to grade-level standards/objectives. / All components of Level 3 plus:
· Plans include well-integrated instructional strategies that are tailored to address a variety of specific student learning needs.
Key evidence that supports the assigned score:
The candidate draws on students’ prior learning as well as their experiential backgrounds and interest in planning learning tasks that include scaffolding tailored to address “a variety of specific student learning needs.”
*“My first assignment to the students was to have them write me a letter about themselves. The only guideline was that it had to be a page. They could tell me anything they wanted about themselves, what they were passionate about, what their hobbies were, where they were from, what their family was like, etc. I discovered that 50% of the class was involved in a school sport. Many students were swimmers, snowboarders, skiers, surfers, actors, cooks, and animal lovers. I try to incorporate these connections with the types of questions I ask about evolution through natural selection, and ask the students to connect with those things they told me about in their letters. I try to personalize the knowledge as much as possible because I feel that biological concepts kept in the classroom, stay in the classroom, whereas concepts applied not just to the real world, but to the students themselves become more engrained in the knowledge of the student.” (context commentary) Candidate attempts to draw on students’ interests & experiential backgrounds.
*Lesson one: provides choice in homework to acknowledge the different skill levels in the class; the final question helps students realize that evolution by natural selection is environmentally and genetically based and asks the students to recall content from earlier in the year (building on students’ prior knowledge and experiences in the biology course; candidate uses current Olympic athletes to connect material to the students’ world, drawing on students’ interests. Candidate also allows students to use feet and inches to measure height, since she realizes her students have a better conceptual understanding of those units than centimeters (attention to students’ backgrounds).
Structured forms of support include color-coded breeding key to help the more visual students, students with IEP, and students with language proficiency issues; self-grouping practice, which “lowers the affective filter” for students with language needs.
*Planning Commentary: “This class has a diverse range of ages, socioeconomic backgrounds, language abilities-considering both native and non-native English speakers, outside interests, and comfort zones. This diversity played a significant role in my structuring and planning of this learning segment because I want to optimize the amount of learning for the non-native English speakers, my student with special needs, while still providing challenging questions and tasks for the older students and students with more background in the sciences.
*Planning Commentary: “Many strategies that I will use for my students who are not native English speakers as well as for my student with an individualized education plan,…include modeling, the bolding of key terms, choral responses, talking with a neighbor to give students more chances to practice using academic discourse, providing color coded charts under the doc cam, providing sentence frames, giving options for homework assignments, allowing students to select their own groups to lower the affective filter, and asking the students to give a pictorial representation of evolution through natural selection so that students who have difficulty with words are able to use art to explain the key concept of this learning segment “ (summary of scaffolding for various types of learners) and “ Students that are more advanced have opportunities to contribute to group discussions, help other students create histograms, complete more work at home, and are given a different grammatical focus on day two of lesson two if the content has been mastered.” (scaffolding for more advanced students)
This is not a 2 because the plans draw on student’s prior learning and the candidate uses structured support of circulating to monitor, & rubrics. (Lesson 2).
This is not a 4 because the strategies used are generic and not tailored to address a variety of learning needs.
Score: __3_____
PLANNING DESIGNING ASSESSMENTSS3: What opportunities do students have to demonstrate their understanding of the standards and learning objectives? (TPEs 2,3)
Level 1 / Level 2 / Level 3 / Level 4
· There are limited opportunities provided for students to learn what is measured by assessments.
OR
· There is a significant mismatch between one or more assessment instruments or methods and the standards/objectives being assessed. / · Opportunities are provided for students to learn what is assessed.
· It is not clear that the assessment of one or more standards/objectives go beyond surface-level understandings. / · Opportunities are provided for students to learn what is assessed.
· The assessments allow students to show some depth of understanding or skill with respect to the standards/objectives.
· The assessments access both productive (speaking/writing) and receptive (listening/reading) modalities to monitor student understanding. / All components of Level 3 plus:
· Assessments are modified, adapted, and/or designed to allow students with special needs opportunities to demonstrate understandings and skills relative to the standards/objectives.
Key evidence that supports the assigned score: