Spring 2004 Grading Criteria

You will notice that assignments will use different types of grading criteria. As we discuss assessment we will look at them and talk about the advantages and disadvantages of the various approaches.

EDSS300C Autobiography

Name:                      Grade:

Who you are –

How you became interested in science
How you became interested in teaching
Experiences with adolescents
Leadership roles
Personal interests or hobbies
Turned in on time?
Writing quality?
Comments:
CASE STUDY OF A SCHOOL
Name:
School:
Community
  • describes community with data or examples
  • states whether you'd like to live there (why)
  • empathetic view of students in community 
  
The School -- facts only, no opinions
  • Description of school
  • Provide demographics for the school (number of students and teachers; ethnic demographics of the students; languages spoke; ethnic demographics of the faculty; percentages of fully credentialed teachers, emergency permit teachers, intern; school funding; special programs, API scores/rankings; attendance rates; drop-out rates, percentage of students taking the SAT's, graduation rates). Compare the data for this school to the district as a whole
  
The Role of Science
  • Equipment, map of science classes/stock rooms
  • Courses, enrollment, faculty collegiality, technology usage/availability
  
Analysis
  • Arguments are data based
  • How well does the school live up to its mission? What are the strengths and weakness of the instructional program? How well does the school serve its divers student population? What contributes to the school's success (or lack of success)? How is the school governed? What is the leadership like at the school? Is the school a nurturing environment for adults to work and learn in? for children? Is the school a good citizen of its community?
  • Thoughtful reflection
  
Data Sources (appendix/resources)
  • Lists sources
  • Uses at least three different types of data  to make and support arguments
  

GRADE:

Name:(10% of grade)Statement of Professional Goals- What do you want students to get out of your class? What will they know and be able to do after a year of science instruction with you? 

 
5
3
1
List of Goals
Original List
Original lists with teacher feedback and subsequent lists is included with paper
Original list without feedback is included
No list included
Priorities
The list has been re-ordered to reflect the priorities assigned to goals
The list is randomly ordered or in the order of easiest to hardest to achieve
List is in the same order as original list
Focus of “final” goals list
The list is written to reflect what students know and will be able to do at the end of the year
The list is a mix of teacher and student goals
The list focuses on teacher behaviors and strategies
Top 2-3 goals selected for in-depth discussion
Students
Author describes what students are doing when goals is achieved. Concrete, specific language is used.
Author uses vague descriptions of student skills, actions and behaviors. 
Teachers
Author clearly describes strategies and techniques that the teacher will use to make the goal a reality
The author uses vague and general descriptions of teacher behaviors, actions and strategies.
Connecting teacher actions and student outcomes
There are clear connections and correlations between what the teacher and students do and what students learn.
No clear connection between teacher actions and student outcomes
References
Includes at least 3 different references from course reader, in class presentations, etc.
2 references used
0 or 1 reference used

Things to consider when you revisit this paper in methods (EDSS450C)

Grade

SELF ASSESSMENT

Name:(5% of grade)25 points possible

¨Paper discusses intent regarding pursuing a teaching career. (5 points)

¨Describes how class activities impacted decision (5 points)

¨Describes how field work impacted decision (5 points)

¨Describes how readings and papers impacted decision (10 points)

Grade: 

SELF CRITIQUE OF DEMONSTRATION(5% of final grade)

·Electronic version of demonstration submitted for posting on the web

·List of things that worked well

·List of things that need to be worked on for next time

·Demonstration was practiced before being done in class

·Demonstration was visible to all students in the classroom

·Reflection on things that worked well (be specific)

·Reflection on things that need to be worked on (note specific changes you would make for next time & why)

·Submitted within 2 weeks of being taped? 

Comments:
Grade:

CRITIQUE OF POWERPOINT(5% of final grade)

·Slides adequately summarize the research synopsis

·You make inferences about recommendations for us as science teachers

·Your presentation includes information beyond what is on the slides

·You address the audience, speak audibly and understandably, stay within the time limit

·Copies of presentation for classmates (multiple slides per page format)

·Reflection on things that worked well (be specific)

·Reflection on things that need to be worked on (note specific changes you would make for next time & why)

Additional Comments:grade:

SELF CRITIQUE OF ACTIVITY

Name:(5% of final grade)

Summary of feedback from your peers:

·SDAIE strategies were explicit

·Directions were clear

·Activity worked

·Teacher knew the activity (how it worked, big ideas, etc.)

·Activity helped students better understand the science concept(s)

·Activity was developmentally appropriate

·Teacher made her/himself available for help during the activity

·Teacher managed time well during the lesson

·Transitions were smooth (students knew what to do during different points of the lesson)

·Teacher managed materials well 

·There were enough materials for each student/group

·Teacher called on students by name during the lesson

·Teacher called on males and females in a proportion that matched the class

·Teacher had similar cognitive demands on male and female students 

Complete lesson plan turned in (SDAIE strategies highlighted)

qReflection on things that worked well (be specific)

qReflection on things that need to be worked on (note specific changes you would make for next time & why)

qListing of the number of students you interacted with 

qNumber of times you used student names and the number of different names you used during the lesson

qAmount of time spent on instructions

qAmount of time spent on lecture/background information

qAmount of time spent on activity

qAmount of time spent on management