| Exit Portfolio Task #5 Assessment of Student Learning Rubric |
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| Note:
All data taken from Mr. Scott Adams Access Database (Table 'Task 5) Under 'Internship'/ Exit Internship / Prot Folio / Portfolio data
Spring 2003 |
Criteria |
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Evaluator's
Name |
# of Students |
Date |
Program |
Major |
1 |
2 |
3 |
4 |
5 |
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Comments |
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| Timothy Leggett |
1 |
4/29/2003 |
ECED |
ECED |
2 |
3 |
2 |
3 |
2 |
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| Byra Ramsey |
2 |
4/27/2003 |
ECED |
ECED |
2 |
2 |
2 |
3 |
2 |
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| linch |
3 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
1 |
1 |
2 |
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Objectives
& assessment must be aligned. Work on rubric development and self
reflection. |
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| sammie
stephenson |
4 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| sammie
stephenson |
5 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Gwen Morgan |
6 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
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| Sid Womack |
7 |
5/5/2003 |
ECED |
ECED |
2 |
3 |
2 |
2 |
2 |
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Artifacts
were in hard copy since there had been some problems getting files sent
through Taskstream. |
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| Byra Ramsey |
8 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| sammie
stephenson |
9 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
3 |
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| David Bell |
10 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
3 |
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I
liked the way all your material was integrated. |
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| Sammie
Stephenson |
11 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Sammie
Stephenson |
12 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Timothy Leggett |
13 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
2 |
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| Gwen Morgan |
14 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
3 |
2 |
2 |
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| Timothy Leggett |
15 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
2 |
2 |
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| David Bell |
16 |
4/23/2003 |
ECED |
ECED |
2 |
2 |
3 |
3 |
3 |
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You
demonstrate that you understand the importance of assessment. |
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| Sid Womack |
17 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
3 |
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Evidence
in hard copy. |
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| Byra Ramsey |
18 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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Work
was given in hard copy. |
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| David Bell |
19 |
4/29/2003 |
ECED |
ECED |
2 |
0 |
2 |
2 |
3 |
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| Sid Womack |
20 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
2 |
2 |
2 |
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| David Bell |
21 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
3 |
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Your
integration of materials was excellent. |
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| David Bell |
22 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Sammie
Stephenson |
23 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Byra Ramsey |
24 |
4/27/2003 |
ECED |
ECED |
2 |
2 |
1 |
2 |
3 |
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Informal
and Formal evaluations: When doing formal, make sure it gives you a measure
of how every child is doing. |
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| Timothy Leggett |
25 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
2 |
3 |
3 |
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| Byra Ramsey |
26 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Gwen Morgan |
27 |
4/28/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Byra Ramsey |
28 |
4/27/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Sid Womack |
29 |
4/29/2003 |
ECED |
ECED |
2 |
3 |
2 |
2 |
2 |
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| Byra Ramsey |
30 |
4/21/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Timothy Leggett |
31 |
4/29/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Gwen Morgan |
32 |
5/12/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Byra Ramsey |
33 |
4/27/2003 |
ECED |
ECED |
2 |
2 |
2 |
2 |
2 |
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| Timothy Leggett |
34 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
2 |
2 |
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| Timothy Leggett |
35 |
4/29/2003 |
ECED |
ECED |
3 |
3 |
3 |
3 |
2 |
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| Gwen Morgan |
36 |
4/28/2003 |
ECED |
ECED |
3 |
3 |
3 |
2 |
3 |
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| Linch |
37 |
4/28/2003 |
MLED |
math/
science |
2 |
2 |
3 |
3 |
3 |
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Think
about giving feedback that reflects more than just the grade. e.g. -
recognizing effort, improvement, creativity, thoughtfulness, growth, neat
insights... |
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| Linch |
38 |
4/27/2003 |
MLED |
math/
science |
3 |
2 |
3 |
1 |
2 |
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Students
need more specific feedback than the score if you have time.#44 comments were
not specific what students learned or how they related to instructional
decisions. |
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| Linch |
39 |
4/27/2003 |
MLED |
math/
science |
3 |
2 |
3 |
3 |
3 |
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Well
done. Strong reflections. May want to give more feedback than just the grade
when possible. |
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| Linch |
40 |
4/30/2003 |
MLED |
math/
science |
3 |
2 |
2 |
3 |
2 |
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| Connie Zimmer |
41 |
4/25/2003 |
SEED |
Business |
3 |
3 |
3 |
3 |
3 |
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Student
confidentiality is upheld throughout the portfolio. |
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| Connie Zimmer |
42 |
4/25/2003 |
SEED |
H/PE
K-12 |
3 |
3 |
3 |
3 |
3 |
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All
of the requirements for this task were met fully. |
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| Connie Zimmer |
43 |
5/7/2003 |
SEED |
History |
3 |
2 |
2 |
2 |
2 |
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| Connie Zimmer |
44 |
4/28/2003 |
SEED |
H/PE
K-12 |
3 |
3 |
3 |
3 |
2 |
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Good
analysis
Grammatical errors |
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| Connie Zimmer |
45 |
4/29/2003 |
SEED |
Spanish |
3 |
3 |
3 |
3 |
3 |
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The
instruments chosen were good examples of the requirements of the task. I know more oral work is used in evaluation
in Spanish but that would be difficult to show in this task. |
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| Connie Zimmer |
46 |
5/7/2003 |
SEED |
Business |
3 |
3 |
3 |
3 |
2 |
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| Connie Zimmer |
47 |
4/28/2003 |
SEED |
H/PE
K-12 |
3 |
3 |
3 |
3 |
2 |
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The
assessment examples and the reflections were complementary and of the highest
quality. |
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| Gwen Morgan |
48 |
4/28/2003 |
SEED |
English |
3 |
3 |
3 |
2 |
2 |
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| Patricia B.
Roach |
49 |
4/24/2003 |
SEED |
Music |
0 |
3 |
3 |
3 |
3 |
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Excellent
insights into the evaluative process |
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| Scott Adams |
50 |
4/24/2003 |
SEED |
HPE |
2 |
2 |
2 |
2 |
2 |
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| Scott Adams |
51 |
4/24/2003 |
SEED |
HPE |
2 |
2 |
2 |
2 |
2 |
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| Scott Adams |
52 |
4/23/2003 |
SEED |
Life Science |
2 |
2 |
2 |
2 |
2 |
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Good
view of lesson. Saw something wrong and identified a method to fix it. |
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| Scott Adams |
53 |
4/29/2003 |
SEED |
English |
2 |
2 |
2 |
3 |
3 |
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"I
believe that school and learning should be fun, learning how to make it that
way is the hard part." Closing line from reflection. |
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| Scott Adams |
54 |
4/29/2003 |
SEED |
HPE |
2 |
2 |
2 |
2 |
2 |
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| Sid Womack |
55 |
5/7/2003 |
SEED |
MUED |
2 |
1 |
1 |
3 |
2 |
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Problem
here is not with the intern but with the technology. We do not have a way to capture the audio
on Taskstream. And much of the
assessment process for instrumental music ed is performance-based in the
ultimate sense--it is not written down. |
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| Sid Womack |
56 |
5/6/2003 |
SEED |
BIOL |
3 |
3 |
2 |
3 |
3 |
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| Sid Womack |
57 |
5/5/2003 |
SEED |
MUED |
3 |
3 |
2 |
2 |
3 |
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| Tim Carter |
58 |
4/27/2003 |
SEED |
Math |
2 |
2 |
2 |
3 |
2 |
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Your
reflection shows that you consider student learning (and the pursuit of it)
to be the key to you as a teacher. The
traditional assessments you have chosen demonstrate that learning has
occurred involving the learning you have desired. |
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| Tim Carter |
59 |
4/27/2003 |
SEED |
Math |
2 |
2 |
2 |
2 |
2 |
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Pretest
is included for a particular lesson (?).
Good mix of informal and formal traditional assessments. |
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| Tim Carter |
60 |
4/29/2003 |
SEED |
Music |
3 |
3 |
3 |
3 |
2 |
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It
is clear that both your instruction and assessment are higher level. |
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| Tim Carter |
61 |
4/29/2003 |
SEED |
HPE |
2 |
2 |
1 |
1 |
2 |
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You
need to use assessments to specifically address what you might need to do
differently in the future. You have
several "general" ideas but few specifics. |
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| Tim Carter |
62 |
4/29/2003 |
SEED |
Art |
2 |
2 |
2 |
1 |
1 |
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Could
not find a reflection upon the actual assessments (although the informal
assessment was alluded to in your reflection on the lesson). Your pretests/posttest with the case study
demonstrated some of this. Your
informal assessment with the elem |
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| Tim Carter |
63 |
4/29/2003 |
SEED |
HPE |
3 |
3 |
3 |
2 |
2 |
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Again,
your elementary assessments were particularly impressive. You had overall goals being assessed and
pre and posttest results to support the learning of individuals. There was a good mix of formal and informal
assessments. The high school one |
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| Scroll Down &
Over to See Summary By Programs |
Task 5 |
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Overall Programs N= |
63 |
63 |
63 |
63 |
63 |
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Total
Count |
%
Rating |
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Total Category 3 |
25 |
25 |
22 |
23 |
19 |
114 |
36.42% |
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Total Category 2 |
37 |
36 |
37 |
36 |
43 |
189 |
60.38% |
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Total Category 1 |
0 |
1 |
4 |
4 |
1 |
10 |
3.19% |
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%
of Times in Category 3 |
39.68% |
39.68% |
34.92% |
36.51% |
30.16% |
313 |
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%
of Times in Category 2 |
58.73% |
57.14% |
58.73% |
57.14% |
68.25% |
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% of Times in Category 1 |
0.00% |
1.59% |
6.35% |
6.35% |
1.59% |
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Task 5 |
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ECED N= |
36 |
36 |
36 |
36 |
36 |
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Total
Count |
%
Rating |
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Total Category 3 |
10 |
13 |
9 |
8 |
10 |
50 |
27.93% |
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Total Category 2 |
26 |
22 |
25 |
27 |
26 |
126 |
70.39% |
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Total Category 1 |
0 |
0 |
2 |
1 |
0 |
3 |
1.68% |
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% of Times in Category 3 |
27.78% |
36.11% |
25.00% |
22.22% |
27.78% |
179 |
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% of Times in Category 2 |
72.22% |
61.11% |
69.44% |
75.00% |
72.22 |