Syllabus for
SeEd 417--Classroom
Assessment
2 credit hours – Spring
2004
Dr. Gordon R. Sutherlin
Office: American Studies
206A; HU
E-mail:
sutherlin@harding.edu
WebPage: www.harding.edu/~sutherlin/index.html
Course
material/information/discussion:
webct.harding.edu
Office Hours: 8:20-8:50,
Course Description: Problems of
evaluation. Grading
systems. Construction and evaluation of tests. Uses and interpretation of test results.
Prerequisites: Same as for SeEd 451/461. Admission to the Teacher Education Program. Should be taken
during the supervised teaching semester; exceptions must be approved by
the Dean of the
Text: Airasian, P. W.
(2000). Assessment
in the classroom (2nd ed.).
Purpose: Develop techniques and
methods of classroom assessment in the secondary classroom.
Objectives: Upon completion of this class the learners
will be able to:
1. Describe the teacher's
wide range of assessment roles in the classroom.
2. Use practical strategies
for conducting assessments that provide valid and reliable information needed
for sound classroom decision making.
3. Describe how objectives,
teaching, and evaluation are related.
4. Identify
key components of various types of assessments, describe their appropriate and
inappropriate use, and address issues of validity, reliability, and bias.
5. Compare
the types of assessments available to teachers for classroom assessment and be
able to use those that are appropriate to the situation.
6. Describe
how assessment is related to effective teaching.
7. Design
formal and informal evaluation instruments.
8. Use
a variety of data (observation, formal, and performance) to improve
instruction.
9. Apply
validity and reliability information to classroom assessment.
10. Use
a variety of formal and informal assessment techniques to assess learner
performance, provide feedback and communicate learner progress.
11. Describe
the purposes, uses, and misuses of standardized tests with the impact of
cultural, ethnic bias in standardized testing.
12. Interpret teacher made and standardized test
scores.
LEARNING
EXPERIENCES AND ASSESSMENT: Assignment due dates are on a
schedule.
Each
student will need access to Harding’s student email account (directly or
through forwarding) and Internet access to WebCT for
class materials, discussion, self tests, quizzes, and grades. Course materials may also be found at my
website.
1. Read the textbook as assigned (see schedule)
and complete a quiz. These are
reading quizzes and
may not be made up.
2. Two exams over textbook, notes,
outside readings, activities and discussions.
3. Read assigned readings and participate in classroom activities and discussions. See
attached rubric.
4. Interview a currently practicing
teacher with three or more years of experience in your area of licensure. Prepare a two page double spaced typed report
describing the teacher’s view of classroom assessment and problems he/she have
or perceive in assessment in the classroom.
5.
Present one the following activities
to a group of 3-7 students assigned in class.
Turn in the complete activity for formal evaluation. Each in the group not presenting the activity
will be assessed by the presenter and will evaluate the presentation. The presenter needs to be prepared to deal
with tardy or absent students. See attached Rubric.
A. Standardized Test - Complete the Activities on pages 277 -
278.
B. Grading
- using the set of scores in Table 6.9 on pages 232 - 233, complete questions
1-10
C.
Electronic
Grade Book - using the set of scores in Table 6.9 on pages 232 & 233,
complete the worksheet using the electronic grade book. An electronic grade book may be downloaded
from the Internet at http://mistycity.com, http://www.gradebook.com/,
http://www.jacksoncorp.com/ or http://www.orbissoft.com/download.html.
Easy Grade Pro is available on all the machines in AS 206.
D. Getting
Started – Determine how you will start you class each year including sizing-up
the class.
6.
Practice assessment
by evaluating fellow student assignments.
Use a rubric to evaluate the rough draft of fellow student’s Mini-test,
Performance Assessment, and Grading and Reporting System. Your participation grade will be based on the
score you assign. If your score is
higher than the final copy grade your points will be reduced by the difference.
7. Design
your grading and reporting system (GRS). Include
your grading philosophy (how a student can do well in your class—in general),
an electronic grade book containing all the assignments, values, and weights
(if you are using weights) for a grading period (six week/nine
week/semester/year) that will be taken such as test grades, homework, quizzes,
and projects. See additional information for detailed instructions and scoring
rubric. It is understood that you do not
know exactly how many grades you will actually record.
8. Construct
a mini-test (MT). Select a unit or chapter of content in a
subject area for which you will be certified and expect to teach
for which the requirements of this assignment are appropriate. See additional information for detailed
instructions and scoring rubric.
9. Construct
a performance assessment instrument (PA).
Select a general behavior that is important in the area and grade level you
expect to teach. Prepare a
performance assessment for that behavior that is appropriate for the
requirement of this assignment. See additional information for detailed
instructions and scoring rubric.
10. Participate in the on-line
discussion by accessing WebCt and adding to the
discussion at least three times during each 7-day week ending Thursday night at
Evaluation and Grading: The final grade will be determined by the
total number of points accumulated on all assignments divided by the total
points possible.
Formal Evaluation....................................................................................... 45%
Quizzes (highest 6)..................................................................... 30 90% or better ......... = A
Exam Chapters 1, 2, 5,
& 6....................................................... 100 80% - 89% ............. = B
Final
Exam Chapters 3, 4, & Comprehensive............................... 100 70% - 79% ............. = C
Major Projects............................................................................................ 25% 65% - 69% ............ = D
Mini Test................................................................................... 50 Below 65% ............. = F
Performance/product
assessment................................................. 50
Description of grading
and report system.....................................
50
Activity projects......................................................................................... 15%
Preparation (completed
project as turned in to instructor)............... 20
Presentation of you
activity (student evaluation)............................. 20
Scores assigned by the
presenter on the activities (3@5)................ 15
Interview report......................................................................... 20
Participation/class
activities/attendance.......................................................... 15%
Participation
(2pts/period+subjective)........................................... 55
Participation on WebCT (4@5pts per week + 5pts for chat)........... 25
Evaluation of Mini-test................................................................ 15
Evaluation of
Performance Assessment......................................... 15
Evaluation of Grading
and Reporting System................................. 15
Each late assignment
will have the grade reduced by 10% per class period that it is late.
Absence Policy: Approved excuses for absences would include
illness, death in the family, official representation
of the University or other reasons approved by the instructor. Unexcused absences are not permitted. Students should notify the instructor
personally or by telephone prior to being absent from class regardless of the
reason for the absence. Excuses from
the nurse’s office are necessary for illness unless you have a doctor’s note.
If you are tardy to class, please check with the instructor to be sure you have
not been marked absent. Three unexcused tardys will result in one unexcused absence. If a student has three unexcused absences,
he/she will be dropped from the class. Students
will be notified after two unexcused absences stating that any additional
unexcused absences will result in suspension from class. If the student is permitted to re-enroll, he
will be dropped permanently if he misses one more time. Absences due to extra-curricular functions
should be kept to a minimum and students who are regularly absent because of
extra-curricular activities should keep additional absences to a minimum.
The Student Handbook will be followed
including the dress code and academic honesty:.
Please maintain personal integrity on all assignments. Violations including cheating or plagiarism
will result in the affected tests and/or assignments not being graded. Any make up work may be different and more
challenging than the original assignment.
Students With Disabilities: It is the
policy for
Assessment:
The schedule, syllabus,
or grading rubrics may need to be adjusted due to unforeseen circumstances and
will be done at the discretion of the instructor.
Assignment Explanation
Interview
The purpose of this
assignment is for you to obtain assessment information from a practicing
teacher that cannot be provided by this class since we have a variety of majors. Ideally, you will interview your cooperating
teacher. This will give you an idea of
the assessment procedures that will be used during the student teaching
semester and some practical ideas for the assignments required for this
class. If the cooperating teacher is
unavailable the next best option is someone teaching in your intended area of licensure
with at least 3 years of teaching experience and at the level you will be
teaching. The last option is a secondary
teacher with at least three years of experience. University professor, school administrator,
or an elementary classroom teacher would not be appropriate for this
assignment. The types of questions you
will want to ask:
> Are there any
special issues that I need to be aware of in the assessment process for _____(subject)
> What types of
grades are taken?
> How are they
recorded?
> How do you assign
report card grades? What is included in the grade? Do you round the grades up?
> What is the
value/weight of each type of grade on the grading period report card?
> Do they offer extra
credit/bonus points?
> How do they handle
cheating? What is the most common type
of cheating?
> How do they handle
absent/tardy students and late work?
> What advise would
they give a beginning teacher in relationship to assessment?
> You may ask them their philosophy (How can a student
make a good grade in his/her classroom?) but it might be more productive to
deduce it from the interview.
Practice Evaluation
The three major projects
will be evaluated by three other students before the final copy is handed
in. This will give the evaluating
students examples to consider and it will help the student of the evaluated
paper an opportunity make corrections.
The draft copies must be typed.
Student evaluations are a part of the participation grade and will be
scored based on the effort demonstrated to find errors and make improvements. For example, if the final product is missing
required information and it is not marked on the student rubric the student may
lose points or if your assigned score is higher than the final score your
participation score will be lowered by the difference in the two scores. The recorded score for the major project
grade will be assigned by the instructor.
Grading and Report
System
Assume that you are
preparing for a new class. Give an
explanation of the grading system you will use--similar to the syllabus for
this course. What different types of
grades will you record? How many grades
of each type will you record? Begin with your grading philosophy (What is the
purpose in grading in this class? How can a student do well in your class?) an
outline of the grades for a grading period (semester/year) that will be taken
such as test grades, homework, quizzes, projects. For general categories give
the weight or total points given to be earned for each category and individual
assignments. Describe how a final grade
(letter or percent) will be calculated. You
will also set up an electronic grade book for one grading period, 6 or 9
wks. The grade book will contain all the
grade categories, category weight (if used), and the list of assignments for
that grading period. It is understood
that you do not know exactly how many grades you will take, so include a
reasonable number. You do not need to
enter more than one student name or grades.
Save the file on disk. Indicate
in the paper which electronic grade book you are using. (Include how you will
deal with extra credit, bonus points, absences, projects, etc. Explain why this grading method is most
appropriate for your anticipated situation.
See Activity #1 - #11 on pages 232-233.
See attached Rubric. Your grading
and reporting system will be evaluated by three students. If possible, one or two of the evaluators will
be certifying in the same subject area. You will be able to use their
evaluations to improve the GRS before handing the assignment in for instructor
evaluation.
Mini-Test
The topic selected for
the test should be appropriate for a variety of question types. For the unit or chapter, state the objectives
that you would evaluate in terms of observable student behavior. The cover page should contain your name, the
subject, grade level, and your objectives.
Each mini-test must contain the following question types: a) multiple
choice items; b) true-false items; c) short answer or completion items; d) a
matching set; and e) an essay item. You
must write at least 3 items for each type a-c, at least one
matching set of appropriate length and at least one essay item. The items must be organized into a test, with
general directions for the test as a whole (where to put the answers, what
additional materials may be used, etc.) and specific directions (how to answer
the particular question type) for the item or items associated with each
objective in the form you would administer to pupils. A separate scoring key must be provided
indicating, 1) the objective being assessed, 2) the correct answers or desired
characteristics of responses (short answer and essay question should have an
acceptable response), 3) the points allocated to each item or section of the
test, 4) the method you would use to assign a grade (number or letter), and 5)
an explanation of the reasoning of the point allocations. See Activity #2 on page 140.
The mini-test will be
judged in terms of factors such as the clarity of the objectives; the extent to
which the behavior in the objective is appropriate to the test items; the
quality of the items written, including clarity, succinctness, setting clear
bounds on the response (essay); the grouping of items by type; the clarity of
the directions for each section; the extent to which the scoring key includes likely
responses and the specificity of the criteria provided to judge the essay
response and the extent to which the above directions have been followed. The exam should be typed, easy to read (white
space), and neat. See attached
Rubric. The rough draft of your
mini-test will be evaluated by three students using the above criteria. One or two of the evaluator must be
certifying in the same subject area. You
will be able to use their evaluations to improve the MT before handing the
assignment in for instructor evaluation.
Performance assessment
Although there are other
types of performance assessment (portfolios, products), in this assignment you
will assess a process that the students need to be able to accomplish. Select a topic in which you will be able to
evaluate the student performance throughout the process such as physical
activity (evaluate the process of shooting a basketball foul shot, not basing
the evaluation whether or not the student scores a goal) or a process (writing
a term paper, evaluating the steps not just the final paper).
You must provide the
following information: a) a description of the general behavior you will
assess, the subject area and, the grade level at which it is taught; b) the
purpose for which you are conducting the assessment (diagnosis, grading,
etc.,); c) at least 5 but no more than 15 well defined, observable
performance criteria that make up the important steps (the steps should
be arranged in their likely order of occurrence) or observable behaviors; d) a
rating method with a justification for the method; e) a method that could be
used to obtain a single score for a pupil's performance; f) a description of
the setting in which the observation will take place. See Activity #1 on page 189. It will take the form of a written paper with
a sample of the rating method attached.
The exercise will be
judged in terms of factors such as the behavioral clarity of the performance
criteria, the format of the completed instrument, the suitability of the rating
method for the identified purpose and the selected performance criteria, the
justification of the rating method chosen, the extent to which the
administrative setting permits good assessment of the behavior; and the method
of determining a summed score. See attached Rubric. Your performance assessment will be evaluated
by three students using the above criteria.
One or two of the evaluator must be certifying in the same subject area.
You will be able to use their evaluations to improve the PA before handing the
assignment in for instructor evaluation.
Class Participation
Rubric
SeEd 417
Name
_______________________________________________ Score ______/55
|
Criteria |
Advanced (4) |
Proficient (3) |
Basic (2) |
Below Basic (1) |
|
Participation (2) |
Appropriate
contributions to the discussion Leads small
groups in discussion Encourages
others to participate Does not
dominate the conversation Ready to go
at the beginning of the period |
Appropriate
contributions to the discussion Does not
dominate the conversation Does not slow
the class down |
Makes an
occasional comment, comments are generally not appropriate to the discussion,
or dominates the discussion |
Is present
for class |
|
Relationships (1) |
Is
considerate of the feelings and opinions of others. Has a good
sense of humor “Goes the
second mile” |
Does not use
derogatory or degrading comments. Does what is
asked in a pleasant manner. |
Does not use
derogatory or degrading comments. Does what is
asked. |
Uses
derogatory or degrading comments. Is
not cooperative. |
|
Assignments (2) |
Ready on time Neat Fulfill all
of the requirements Appropriate
topic in the area of intended licensure |
Ready on time Fulfill all
of the requirements Completed on
a topic appropriate to intended licensure |
Fulfill all
of the requirements Completed on
a topic appropriate to intended licensure |
Completed all
assignments |
Sum the five
areas for a score out of 20.
The recorded grade = 35 + your rubric score - 2 x # of
unexcused absences - # of unexcused tardies - # of
excused absences.
Grading System Rubric
SeEd 417
Test Writer
__________________________________________........................ Test
Evaluator ____________________________________________.......... Score ______/50
|
Criteria
(weight) |
Advanced (4) |
Proficient
(3) |
Basic (2) |
Below Basic
(1) |
|
Philosophy
(1) /4 |
Philosophy is
in line with current Parent or
student will understand what it takes to do well in this class Not wordy or
uses educational jargon |
A
clearly defined philosophy for this class Explains how
a student can do well |
Indicates
a specific secondary class/ course |
Has a
philosophy |
|
Grades (2) /8 |
Sufficient
number of grades Explanation of
why each type of grade is taken is clear and reasonable |
specific
period (semester, year) A variety of
grades Grade weights
(points) are appropr |
List of
grades to be taken Has more than
one category of grade |
Indicates the
type of grades that will be taken |
|
Course Grade
(2) /8 |
Weights of
the grade categories are appropriate A substitute
teacher or administrator could easily calculate a course grade |
A clear and
reasonable method of obtaining a course grade Grading for a
semester/year |
Method is
defensible |
Presents a
method of obtaining a course grade |
|
Special
situations (2) /8 |
Explanation
for rounding, missing assignments, cheating, etc. is reasonable for situation Parents could
understand explanation |
Explanation
is defensible |
Explains how other
factors effecting the grade will be handled |
Mentions the
use or non-use of one of the special considerations |
|
Paper Format
(1) /4 |
Flows well,
clear, readable |
Important
items highlighted Useable
document |
Double spaced Good grammar |
Typed |
|
Electronic
Grade book (2) /8 |
Contains all
the assignments for the grading period Categories
are defined (weighted or listed) |
Has
established the basic class settings and some assignments |
Turns in a
disk with a file for e.g.b. on it |
Turns in a
printed output of e.g.b. |
|
Subjective
(2) /8 |
Could be used
for a class syllabus Clearer than
most syllabi |
Reasonable
and useful information |
Contains the
basic elements required |
Completed
assignment |
Grading: Total
possible = 48 points. Your score
calculated by multiplying the proficiency level times the criteria weight and
summing.
Recorded grade
out of 50 is calculated by 50 - (48 - your score)/1.6.
48= 50; 47-46=
49; 45-44 = 48; 43= 47; 42-41= 46; 40= 45; 39-38= 44; 37-36= 43; 35= 42; 34-33=
41; 32= 40
Late
assignments reduced by 10% per day late
Mini-Test Rubric
SeEd 417
|
Criteria
(weight) |
Advanced (4) |
Proficient
(3) |
Basic (2) |
Below Basic
(1) |
|
Topic
Selection (1) /4 |
Clear to the
student what is being tested Not too broad
or too narrow a topic |
Appropriate
to assignment |
Area of Licensure |
Indicates a
topic |
|
Cover Page
(1) /4 |
Topic
specifically defined Includes
Instructor’s name spelled correctly |
Has 2-5
objectives |
Has
objectives Neat |
Has a typed cover
page with the writers name |
|
Format of
test (3) /12 |
Sufficient
white space Pages numbered Questions
number consecutively |
Provides directions Question/choices
not divided across pages |
Place for
student’s name Student knows
value questions |
Ready of classroom
use and is typed |
|
Objectives
(2) /8 |
Indicates an
appropriate content Defines a
test question format(s) (selection/supply) |
Written with
an observable verb (not understand, know, etc.) |
Written in
terms of the student |
Has
objectives |
|
Multiple
Choice (4) /16 |
Has more than
three MC questions Stem presents
a question/problem At least 1 is
a higher order thinking skill Easy to grade |
Avoids clues Easy for the
student to respond Non-choices are distracters (not “give always”) |
At least 3 MC
questions All have 3+
choices Non-trivial
information |
Has at least
1 MC with at least 3 choices |
|
True/False, yes/no,
fact/opinion (4) /16 |
More than 3
T/F questions Non-trivial
information Easy to
determine it the response |
Only 1
problem in question Cover
different topics Easy for the
student to respond |
At least 3
T/F Avoids clues
(always, never, etc.) |
Has at least
1 T/F |
|
Short Answer,
fill-in-the-blank, listing, completion (4) /16 |
More than 3 s.a. questions Non-trivial
information |
Blank/answer easy to give Avoids clues Indicates the
form of the answer |
At least 3 s.a. questions Only one
clearly correct answer |
Has at least
1 s.a. quest. |
|
Matching Set
(4) /16 |
More than one
set Choices in
alphabetic/numeric order Non-trivial &
no clues |
Only 5-10
homogeneous items/set Directions
tell how to match All
distracters are plausible |
Longer
options on the left Unequal
number quest/choices |
Some form
of matching question |
|
Essay (3) /12 |
It is limited
(not general statement) Non-trivial -
higher order thinking |
The value
& partial credit is clear |
At least on
essay question clear
expected response |
Question
requiring a written response |
|
Answer sheet
(5) /20 |
Matches
objectives to questions Easy to follow/read |
Good reasoning
for point allocation & grade assignment Point
allocation given |
Correct
answers Sample for
essay Method for
assigning grade |
Has an answer
sheet |
|
Subjective
(1) /4 |
Better than
most tests I have taken |
No clues |
Good test |
Has a test
paper |
Grading: Total possible
= 128 points. Your score calculated by
multiplying the proficiency level times the criteria weight and summing.
128-126=50; 125-122=49;
121-118=48; 117-114=47; 113-110=46; 109-106=45; 105-102=44; 101-98=43;
97-94=42; 93-90=41; 89-86=40 Recorded grade out of 50 is calculated by 50 - (128 - your score)/4
10% (5 recorded points)
will be deducted for each class period the assignment is late.
Performance Assessment
Rubric
SeEd 417
Test Writer
__________________________________________........................ Test
Evaluator ___________________________________________.......... Score _______/50
|
Criteria
(weight) |
Advanced (4) |
Proficient
(3) |
Basic (2) |
Below Basic
(1) |
|
Behavior (1) /4 |
Student
easily understands the expected behavior Behavior is a
process not a product |
In area of Licensure |
Behavior is
observable |
Selects a
specific behavior |
|
Purpose (1) /4 |
Appropriate
for the give situation and this assignment |
Explains why
the performance is being assessed. |
Appropriate
for the content/subject |
States a
purpose for assessment |
|
Criteria
defined (4) /16 |
Between 5 and
15 observable criteria Other
teachers/administrators could understand what is being observed |
Arranged in
the order likely to be observed |
Criteria are
observable in the setting |
Has a list of
criteria |
|
Rating/Scoring
(4) /16 |
Easy for
someone else to use Reason for
the rating method explained Scoring is
explained Neat,
useable, separate observation sheet. |
Arranged in
order of likely to be observed Explains how
to get a single score (number or letter) |
The
observation sheet is appropriate
to the setting and behaviors Raring method appropr. to behavior |
Indicates how
the observation will be made and scored |
|
Setting (1) /4 |
Setting is
innovative |
Observation
will use a reasonable amount of class time Explanation
is appropriate to a normal school setting |
Explains the
observation procedure |
Implies a
setting |
|
Subjective (1) /4 |
Something
a teacher could/would really use |
Reasonable
assessment |
Not
likely to be used in a regular school setting |
Completed
the prject |
Grading: Total
possible = 48 points. Your score calculated
by multiplying the proficiency level times the criteria weight and summing.
Recorded grade
out of 50 is calculated by 50 - (48 - your score)/1.6.
48= 50; 47-46=
49; 45-44 = 48; 43= 47; 42-41= 46; 40= 45; 39-38= 44; 37-36= 43; 35= 42; 34-33=
41; 32= 40
Late assignments reduced by 10% per day late
Activities Check List
SeEd 417
Name
_____________________________....................................... KEEP
THIS IN YOUR FOLDER
Presented
Activity: check which one __ A (Stand. Test), __ B (Grading), __ C (Electronic
G.B.),
or __ D (Sizing
Up) Scores given by the students you taught in your activity of
your presentation & assessment. Instructor records
Student
Student
two score ___
Student
three score ___
(Other
students= scores) ___
Presentation score (average of
the student scores) ______/20
Evaluation of your students
during the activity - YOU RECORD
Student
1 Name
______________________________ Score
you assigned ____/5
Student
2 Name
______________________________ Score
you assigned ____/5
Student
3 Name ______________________________ Score you assigned ____/5
Student
4 Name
______________________________ Score
you assigned ____/5
Evaluation of a Grading and
Reporting/15 - YOU RECORD ______/15
1. Your
evaluation of student one ___/50
- Student evaluation of yours ___/50
2. Your
evaluation of student two ___/50
- Student evaluation of yours ___/50
3. Your
evaluation of student three ___/50
- Student evaluation of yours ___/50
Evaluation of a Mini-test/15 - YOU
RECORD ______/15
1. Your
evaluation of student one ___/50
- Student evaluation of yours ___/50
2. Your
evaluation of student two ___/50
- Student evaluation of yours ___/50
3. Your
evaluation of student three ___/50
- Student evaluation of yours ___/50
Evaluation of a Performance
Assessment/15 - YOU RECORD ______/15
1. Your
evaluation of student one ___/50
- Student evaluation of yours ___/50
2. Your
evaluation of student two ___/50
- Student evaluation of yours ___/50
3. Your evaluation of student three ___/50 - Student evaluation of yours
___/50
Presentation Rubric - SeEd 417
Teacher: Student:
|
Criteria (wght) |
Advanced (4) |
Proficient
(3) |
Basic (2) |
Below Basic
(1) |
|
Preparation ( ) |
Presenter
well prepared Used a
variety of media Used
different examples |
Presenter
knew the material Used examples |
Presenter
covered the material required |
Made a
presentation |
|
Presentation ( ) |
Appropriate
format Pleasant Used
interaction Answered
questions Understandable |
Appropriate
format Used
interaction Answered
questions Understandable |
Appropriate
format Answered
questions Understandable |
Answered
questions Understandable |
|
Student
response ( ) |
Encouraged
response Effective It was fun |
Encouraged
response Effective |
Mainly
effective |
It wasn=t a waste of time |
|
Evaluation ( ) |
Appropriate Non-trivial Measured
learning |
Appropriate Non trivial |
Evaluated
fairly |
Had an
evaluation |
|
Other ( ) |
|
|
|
|
Weights and
score assignment to be determined by the student evaluator.
Score ____/20
Presentation Rubric - SeEd 417
Teacher: Student:
|
Criteria (wght) |
Advanced (4) |
Proficient
(3) |
Basic (2) |
Below Basic
(1) |
|
Preparation ( ) |
Presenter
well prepared Used a
variety of media Used
different examples |
Presenter
knew the material Used examples |
Presenter
covered the material required |
Made a
presentation |
|
Presentation ( ) |
Appropriate
format Pleasant
& Used interaction Answered
questions Understandable |
Appropriate
format Used
interaction Answered
questions Understandable |
Appropriate
format Answered
questions Understandable |
Answered
questions Understandable |
|
Student
response ( ) |
Encouraged
response Effective It was fun |
Encouraged
response Effective |
Mainly
effective |
It wasn=t a waste of time |
|
Evaluation ( ) |
Appropriate Non-trivial Measured
learning |
Appropriate Non trivial |
Evaluated
fairly |
Had an
evaluation |
|
Other ( ) |
|
|
|
|
Weights and
score assignment to be determined by the student evaluator.