Assessment of Literature-Based
Framework Paper
| Goals | How clearly does the teacher express his or her goals, somewhere on the first page of the paper? Are goals expressed in terms of student outcomes? Is there discussion about how the teacher expects students to benefit from his/her course? |
| Rationale | How compelling a rationale do you think the teacher provided a for the importance of his or her goals? |
| S. Behaviors | Is there a clear a picture of what this teacher’s classroom will be like someday? Can the reader picture the room? Can you see and hear what students are doing? |
| T. Behaviors | How clear a sense does the reader have of the things one would observe the teacher doing and saying? Can you pick out teacher behaviors? Are the behaviors described via action verbs? Does the teacher generalize teaching strategies from the specific examples described? Does the teacher make clear to you how the his/her behaviors would lead to desirable student behaviors? |
| Assessment | Does the teacher discuss how students will be assessed? Is it clear to you how the assessment matches the teacher’s goals? |
| Professional Development | Does the teacher discuss his or her continuing education, including self-assessment? Can you tell what this teacher will do to be aware of what s/he is doing in the classroom, and whether the behaviors are having their intended effects? |
| References | Is the paper rich in examples from the teaching literature that demonstrate the teacher has solid reasons, practical and theoretical, for his/her actions? What kind of support does the teacher provide—what kinds of references to the professional literature? (In and out of class readings?) |
| Readability | Was the paper interesting and clearly written? |
| Grammar | Is the paper free of grammatical errors? |
EDSS 450C
