Report by TaskStream www.taskstream.com                                                                                                                            
  Custom Rubric Performance Report (Raw Scores - Detail for Disaggregate)                  
  59 author(s) included in report                  
  Report Format: Fall 04                  
  DRF template: Arkansas Tech - Exit Portfolio                  
  Program(s): Arkansas Tech Exit Portfolio Fall 2004                  
  Report Generated on: Friday, January 21, 2005                  
Authors Teacher believes that all children can learn albeit in different ways.  Teacher recognizes importance of a positive learning environment and provides evidence for how this will be achieved.  Teacher believes learners can contribute to the learning of others and provides evidence to support this belief.  Teacher believes reflection, lifelong learning, and self-improvement are vital to classroom success and provides evidence to support this belief.  Teacher provides a good summary and clear foundations of his/her view of the teaching and learning process.  Teacher views teaching as an important endeavor and exhibits a positive disposition toward various participants in and aspects of the profession.  Teacher exhibits knowledge of developmental issues in the learning process.  Teacher exhibits an understanding of the importance of theory to practice.  Teacher's written communication is very good (i.e., very few to no errors present, thoughts are well presented, etc.)      Appropriate and extensive information for each student is provided.  Specific learning goals and objectives that were taught with adaptations are provided.  Conclusive evidence of student learning (with specific artifacts, i.e., pretests and posttests) is included for each student.  Reflective essay contains highly reflective depth and much specificity about the effectiveness of teaching methods, the instructional improvement plans, and the student's learning (including future changes that the teacher will make).  Teacher's written communication is very good (i.e., very few to no errors present, thoughts are well presented, etc.).      A rationale for the unit explaining why the information or skills taught in the unit are important for students to know or be able to do.  A concept map (planning web) demonstrating the interconnectedness of the different concepts to be taught in the unit and the connections to what was taught before the unit began.  IF THE TWO CRITERIA IN #17 AND #18 ARE NOT INCLUDED, THE UNIT PLAN IS CONSIDERED “UNACCEPTABLE” AND THE REST OF IT WILL NOT BE EVALUATED. 19. A unit theme or unit project is developed with objectives, content, and resources used in unit lessons match proposed state or national standards.  Overall goals are developed for the unit theme with a minimum of two broad long-range goals and a minimum of two objectives planned for individual lessons.  Unit provides evidence that student learning was built on what they already knew and stimulated questions they wanted to answer leading to the understanding of basic concepts and processes.  Student work is provided from three or four students who are typical representatives of the class.  Hands-on activities (small and large group) are utilized in lessons.  Students demonstrated growth in developmental domains evidenced by work.  Critical thinking and problem solving should be evident within the lesson planning and lesson activities.  There is evidence that the unit related to the interests of the students and motivated them to learn.  A unit of lesson plans (5-10 lessons) with all materials included such as tests, overheads, assignments, etc. is included.  Table exhibiting which state frameworks are implemented in the learning activities of the unit and lessons.  Lesson plans balance the various activities that follow skill development or learning needs of the students. Descriptions of adjustments to the physical space available in the classroom to support student learning.  Assessment activities are included which evaluate student learning, value of the lesson(s), accurateness of the lesson, and interest retention level. A variety of assessment tools (formal and informal) were utilized.  Reflective analysis of the unit includes: (a) a review of the unit as a whole, (b) the overall skill development results of the students, and © a measure of the interest retention of the students.      Objectives, content, and resources used in lessons match State Curriculum Standards.  Teacher provides sufficient evidence to demonstrate that students' prior knowledge has been considered.  Teacher exhibits five essential elements across the two lessons (i.e., introduction and development of a concept or procedure, small group instruction, emphasis upon higher order thinking, use of technology, and classroom discussion).  Teacher manages the classroom to ensure highly effective use of the five essential elements.  Teacher's reflection upon the lessons contains highly reflective depth and much specificity (as noted in guidelines).  Teacher provides evidence of at least three students' work and the feedback provided that is discussed in the reflection.  Teacher's oral and written communication is very good (i.e., very few to no errors present, thoughts are well presented, etc.)      Teacher provides both informal and formal assessments.  Teacher provides samples of at least two students' work that reflects the evaluation and feedback given to students.  Teacher provides the appropriate evaluation criteria used for scoring for formal and informal assessments.  Teacher provides a 1 to 2 page analysis of the overall assessment and its results including comments about student learning and reflections based on the instructional decisions made based on the assessment results.  Teacher's oral and written communication is very good (i.e., very few to no errors present, thoughts are well presented, etc.).      Teacher includes two formal teaching evaluations.  Teacher's reflection upon the two lessons evaluated contains reflective depth and specificity (i.e., teacher considers the results of the teaching evaluations and how they do or do not reflect the state standards, examples from lessons taught are provided which reflect the core values of being a Professional for the Future, etc).  Teacher's oral and written communication is very good (i.e., very few to no errors present, thoughts are well presented, etc.).      Teacher provides targeted areas for professional improvement.  Teacher provides identified areas of knowledge and/or skills as strengths  Teacher identifies a specific plan to achieve outlined goals.  Teacher provides a resume with relevant information (following guidelines provided).  Teacher's oral and written communication is very good (i.e., very few to no errors present, thoughts are well presented, etc.).     
58 authors out of 59 in search results have been evaluated (results below)  (Used to score: Task 1: Intern Work) (Used to score: Task 1: Intern Work) (Used to score: Task 1: Intern Work) (Used to score: Task 1: Intern Work) (Used to score: Task 1: Intern Work) (Used to score: Task 1: Intern Work) (Used to score: Task 1: Intern Work) (Used to score: Task 1: Intern Work) (Used to score: Task 1: Intern Work)     (Used to score: Task 2: Intern work) (Used to score: Task 2: Intern work) (Used to score: Task 2: Intern work) (Used to score: Task 2: Intern work) (Used to score: Task 2: Intern work)     (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work) (Used to score: Task 3: Intern Work)     (Used to score: Task 4: Intern work) (Used to score: Task 4: Intern work) (Used to score: Task 4: Intern work) (Used to score: Task 4: Intern work) (Used to score: Task 4: Intern work) (Used to score: Task 4: Intern work) (Used to score: Task 4: Intern work)     (Used to score: Task 5: Intern work) (Used to score: Task 5: Intern work) (Used to score: Task 5: Intern work) (Used to score: Task 5: Intern work) (Used to score: Task 5: Intern work)     (Used to score: Task 6: Intern work) (Used to score: Task 6: Intern work) (Used to score: Task 6: Intern work)     (Used to score: Task 7: Intern work) (Used to score: Task 7: Intern work) (Used to score: Task 7: Intern work) (Used to score: Task 7: Intern work) (Used to score: Task 7: Intern work)    
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(excluding unevaluated items)                            
  Task 1     Task 2     Task 3     Task 4     Task 5     Task 6     Task 7    
Major ID# Criteria 1 Critera 2 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Criteria 7 Criteria 8 Criteria 9     Criteria 1 Critera 2 Criteria 3 Criteria 4 Criteria 5     Criteria 1 Critera 2 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Criteria 7 Criteria 8 Criteria 9 Criteria 10 Critera 11 Criteria 12 Criteria 13 Criteria 14 Criteria 15     Criteria 1 Critera 2 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Criteria 7     Criteria 1 Critera 2 Criteria 3 Criteria 4 Criteria 5     Criteria 1 Critera 2 Criteria 3     Criteria 1 Critera 2 Criteria 3 Criteria 4 Criteria 5