Discussion Forum Participation Rubric

Assessment Criteria As a learner in this course, you will be required to: • • • • Participate in discussions during each session. Submit assignments ...
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Assessment Criteria As a learner in this course, you will be required to: • • • •

Participate in discussions during each session. Submit assignments at the end of each session. Reflect on your learning in the online journal. Submit a final project or three alternative projects.

Your overall performance will be determined by the facilitator. He/she will check that you have met all the course requirements and will also determine if you met the performance expectations for this course using the rubrics below

Discussion Forum

Discussion Forum Participation Rubric Participation in the discussion forums is critical for maximizing your learning experiences in all PBS TeacherLine courses. In each course, you are required to be a part of an online community of learners who collectively interact, through discussion, to enhance and support the professional performance of each other. Part of the assessment criteria for the course, therefore, includes assessing the quality and quantity of your participation in the discussion forum. Some characteristics we consider to be part of excellent discussion contributions are outlined below. Your facilitator will consider these characteristics when assessing the quality and level of your participation. •

You should submit your initial post(s) early in the session, and your subsequent responses to the posts of other learners at timely intervals within the duration of the session. Keep in mind the goal is to have a dynamic discussion around the major content of the session that lasts throughout the entire session.



Your posts and responses should be thorough and thoughtful. Just posting an "I agree" or "Good ideas" will not be considered adequate. Support your statement with examples, experiences, or references. You are, however, encouraged to be brief — keep each post and response to one or two short paragraphs. Keep in mind that your fellow learners will be reading and responding to you, too.



Make certain that in all your posts and responses you address the question,

problem, or situation as presented for discussion. This does not mean you should not extend the topic, but do not stray from the topic. •

Discussions occur when there is dialogue. So, build upon the posts and responses of other learners to create discussion threads. Make sure you revisit the discussion forum and respond (if necessary) to what other learners have posted to your initial responses.



When relevant, add to the discussion by including prior knowledge, work experiences, references, Web sites, resources, etc. (giving credit when appropriate).



Your contributions to the discussions (posts and responses) should be complete and free of grammatical or structural errors.

This rubric will be used to assess your participation in each discussion forum in a PBS TeacherLine course.

Discussion Forum Participation Rubric Criteria

Unsatisfactory

Satisfactory

Exemplary

Quantity and Timeliness

Does not submit at least one post early in the session and/or does not submit at least two responses to other learners at various times during the session.

Submits at least one thoughtful post early in the session, and at least two responses to other learners at various times during the session.

Submits two or more thoughtful posts early in the session, and more than two responses to other learners at various times during the session.

Demonstrates knowledge and understanding of content and applicability to

Post(s) and responses show little evidence of knowledge and understanding of course content and applicability to professional

Post(s) and responses show evidence of knowledge and understanding of course content and applicability to professional

Post(s) and responses show evidence of knowledge and understanding of course content and applicability to professional

professional practice

practice.

practice.

practice and include other resources that extend the learning of the community.

Generates learning within the community

Posts do not attempt to elicit responses and reflections from other learners and/or responses do not build upon the ideas of other learners to take the discussion deeper.

Posts attempt to elicit responses and reflections from other learners and responses build upon the ideas of other learners to take the discussion deeper.

Posts elicit responses and reflections from other learners and responses build upon and integrate multiple views from other learners to take the discussion deeper.

Online Journal

Online Journal Rubric The PBS TeacherLine online journal is a tool used to facilitate the documentation of knowledge you are constructing throughout the course. It will help you take control of and direct your own learning experience, identify what you have learned, what questions you have, and what you would like to know more about. You should not only reflect on knowledge gained through materials and discussion, but also new ideas to explore, feedback from others, and the impact and possible change in professional practice. In each session, you will be prompted to write reflections in response to one or two specific questions. These questions will encourage you to use the course content, your prior knowledge, and your experience to craft your responses. Bring your current classroom responsibilities into your reflections when appropriate. Your facilitator will review your reflections and provide feedback based on the rubric presented below.

The online journal will also contains an area for you to write personal notes of your choice, such as highlights from the articles, strategies for the classroom, resources for differentiating instruction, etc. This section will not be assessed by your facilitator. Reflection is an opportunity to construct knowledge and meaning from your work. It is one of the most valuable activities you will perform in this course. Consider the following suggestions when you are crafting your responses in the online journal. Your facilitator will be looking for evidence of these suggestions to assess the quality of your reflections. •

Your reflections should be entered in the online journal during the session in which they are being addressed. Keep in mind that the main purpose of this exercise is to help you construct meaning and self-assess your progress.



Your reflections should be thorough and thoughtful. Support your ideas by using examples, readings, experiences from your own professional practice, other course work, etc.



Your reflections should be within a range of 2-5 paragraphs.



Your reflections should address the question or problem. Take advantage of this unique opportunity to think about your thinking and your learning. Make sure your reflections have depth and reflect critical thinking, analysis, and synthesis.



Your reflections should be complete and free of grammatical or structural errors.



The facilitator will check your "Getting Started" and "Look Back" entries for completion only.

Online Journal Rubric

Criteria Demonstrates content knowledge, understanding

Unsatisfactory Reflections show very little evidence of understanding

Satisfactory Reflections demonstrate understanding of course content

Exemplary Reflections demonstrate understanding of course content

and application gained from assignments

course content knowledge, or application of content in professional practice.

knowledge and application of content in professional practice using prior knowledge when applicable. Reflections include critical thinking and synthesis.

knowledge and application of course content in professional practice using prior knowledge and other resources when applicable. Reflections include critical thinking and synthesis. Reflections connect course concepts with other concepts in the subject matter area.

Completion of reflections and timeliness

The learner does not complete reflections and/or does not submit reflections on time.

N/A

The learner completes reflections and submits them on time.

Session 1 There are no activities that are assessed directly in Session 1 except for the discussion forums and online journal.

Session 2

Phonics Rubric Assignment or Criteria

Unsatisfactory

Satisfactory

Exemplary

Identification of phonics activity and description of procedures and materials

Learner identifies the phonics activity but does not provide adequate directions to indicate that the learner understands the procedures in the activity. A minimal number of materials needed to complete the activity are listed.

Learner describes the phonics activity in sufficient detail to indicate that the learner understands the procedures that will be used. An adequate list of materials needed to complete the activity is identified.

Learner describes the phonics activity in detail, providing stepby-step procedures and a complete list of material resources needed to complete the activity.

Identification of instructional goals, objectives, and English Language Arts standards for the strategy

Learner either fails to identify the instructional goals, objectives, and/or English Language Arts standards for the strategy or provides instructional goals, objectives, or standards that cannot be met by the strategy.

Learner identifies one or two instructional goals and objectives and a partial list of English Language Arts standards that can be met by the strategy.

Learner identifies at least three instructional goals, at least three objectives, and a complete list of English Language Arts standards that can be met by the strategy.

Rationale for use of strategy with a specific group of students

Learner describes the grade level, skill level, and special needs and/or cultural backgrounds of the students but does not identify special learning styles. Learner states a

Learner describes the grade level, skill level, and special needs and/or cultural backgrounds of the students and identifies specific learning needs

Learner describes the grade level, skill level, and special needs and/or cultural backgrounds of the students. The learner includes a thorough

Process for evaluating students

rationale for the phonics activity without making a connection to instructional goals.

that will be addressed during instruction. Learner states a rationale for using the activity and connects it to instructional goals.

description of the learning needs of the students. Learner provides a clear rationale for instructional decisions for using the activity with this specific group of students. The learner makes a strong connection between instructional goals for the students and the content of the classroom curriculum.

Learner describes how he/she will evaluate student learning (e.g. work samples, anecdotal records, tests, etc.) and provides a rationale with one or no reference to course readings. The learner describes how the data gathered will be used to make instructional decisions but makes minimal reference to meeting the needs of the specific group of students identified (e.g. ELL, special

Learner provides a detailed method for evaluating student learning (e.g. work samples, anecdotal records, tests, etc.) and provides a rationale that references two to three readings in the course. The learner describes how the data gathered will be used to make instructional decisions for the specific group of students

Learner provides a detailed method for evaluating student learning (e.g. work samples, anecdotal records, tests, etc.) and provides a rationale that references four to five readings in the course. The learner describes how the data gathered will be used to make instructional decisions for the specific group of students

Completion of assignment and timeliness

education, struggling identified (e.g. readers and writers). ELL, special education, struggling readers and writers) and links the instruction to research.

identified (e.g. ELL, special education, struggling readers and writers) and links the instruction to research. The learner identifies how assessment choices will be aligned to the specific needs the students.

The learner does not N/A complete assignment or does not submit assignment on time.

The learner completes assignment and submits it on time.

Performance Expectations for Phonemic Awareness and Phonics Rubric: Alternative Project 1 Assignment or Criteria

Unsatisfactory

Satisfactory

Exemplary

List of performance expectations

Learner provides a list of performance expectations for students at an identified grade level. The statements reflect a minimal list of developmentally

Learner provides a clear statement of performance expectations for students at an identified grade level. The statements reflect an adequate list of

Learner provides a clear statement of performance expectations for students at an identified grade level. The statements are written as

Rationale for inclusion of expectations

appropriate literacy behaviors. Little attention is given to research, relevant national literacy standards, and the unique needs of the students being served.

developmentally appropriate literacy behaviors. Specific research from the course, the English Language Arts standards, and Web searches are identified as the sources for the learner's decisions abut the performance expectations. Adequate attention is given to explaining unique needs of the students being served.

measurable outcomes. The statements reflect a comprehensive and developmentally appropriate list of literacy behaviors based on research and relevant to state and national literacy standards. Specific research from the course, the English Language Arts standards, and Web searches are identified as the sources for the learner's decisions abut the performance expectations. Documented information including pretesting and other evaluations are provided about unique needs of the students being served.

Learner provides a rationale for performance expectations and supports them with a general reference to course readings.

Learner provides a rationale for performance expectations and supports each individual expectation or cluster of

Learner provides a clear rationale for performance expectations and supports each individual expectation or cluster of

expectations with references to course readings and information obtained during a Web review of state standards.

expectations with references to course readings, information obtained during a Web review of state standards, and literacy research.

Description of students

Learner provides a minimal description of students, including grade level and important demographics regarding the culture of the students' school. Learner does not provide detailed description of the needs of special student populations.

Learner provides a description of students, including grade level and important demographics regarding the culture of the students' school. Learner provides a detailed description of the needs of special student populations.

Learner provides a comprehensive description of students, including grade level and important demographics regarding the culture of the students' school. Learner provides a detailed description of the students' learning needs and anecdotes to explain unique student populations.

Process for evaluating students

Learner provides a method for evaluating student learning (e.g. work samples, anecdotal records, tests, etc.) and provides a rationale with one or no reference to course readings. The learner describes how the

Learner provides a detailed method for evaluating student learning (e.g. work samples, anecdotal records, tests, etc.) and provides a rationale that references two to three readings in the course. The learner describes

Learner provides a detailed method for evaluating student learning (e.g. work samples, anecdotal records, tests, etc.) and provides a rationale that references four to five readings in the course. The learner describes how the

Completion of assignment and timeliness

data gathered will be used to make instructional decisions but makes minimal reference to meeting the needs of students with diverse learning styles (e.g. ELL, special education, struggling readers and writers).

how the data gathered will be used to make instructional decisions for students with diverse learning styles (e.g. ELL, special education, struggling readers and writers).

data gathered will be used to make instructional decisions for students with diverse learning styles (e.g. ELL, special education, struggling readers and writers) and links the instruction to research and information found while doing a review of standards on the Web.

The learner does not complete assignment or does not submit assignment on time.

N/A

The learner completes assignment and submits it on time.

Session 3 There are no activities that are assessed directly in Session 3 except for the discussion forums and online journal.

Session 4

Multidimensional Approaches for Vocabulary Instruction Rubric Assignment or Unsatisfactory Satisfactory Exemplary Criteria Learner provides Learner provides Learner provides Criteria for minimal guidelines clear criteria for comprehensive vocabulary

instruction

for vocabulary instruction without providing adequate support from the readings.

List of vocabulary activities

Learner provides a list of two or fewer vocabulary activities.

Match between vocabulary activities and criteria

Learner does not make connection between the vocabulary activities and criteria for effective vocabulary instruction.

Completion of assignment and timeliness

The learner does not complete assignment or does not submit assignment on time.

vocabulary instruction and provides sufficient support for the criteria from the readings.

criteria for vocabulary instruction and supports it with evidence from the readings, providing a rationale for active processing of vocabulary. Learner provides a Learner provides a list of three to five list of at least six vocabulary vocabulary activities activities that that address the address the needs needs of a variety of of a variety of learners. The list learners. The list provides sufficient describes the description of the activities in activities to addition to naming understand how they them. are implemented. Learner makes a Learner makes a connection clear connection between the between the vocabulary vocabulary activities activities and the and the criteria for criteria for effective vocabulary effective instruction. The vocabulary learner provides an instruction. explanation of how the activities incorporate active processing. N/A The learner completes assignment and submits it on time.

Vocabulary Standards and Instructional Implications Rubric: Alternative Project 2 Assignment or Criteria

Unsatisfactory

Satisfactory

Exemplary

Vocabulary standards chart

Learner creates a chart that lists some of the aspects of vocabulary instruction addressed in state and national standards. The chart does not make apparent connections among the content of the columns and therefore does not demonstrate understanding of the concepts. Learner lists three or fewer aspects of vocabulary instruction that are not included in state and national standards.

Learner creates a chart that clearly lists aspects of vocabulary instruction addressed in state and national standards. The chart is organized so that connections can be seen among the content of the columns. Learner lists four to five aspects of vocabulary instruction that are not included in state and national standards.

Learner creates a chart that lists aspects of vocabulary instruction addressed in state and national standards. The chart is organized and the standards synthesized so that connections can be clearly seen among the content of the columns. Learner lists six to ten aspects of vocabulary instruction that are not included in state and national standards.

Analysis of chart

Learner provides a superficial analysis of the similarities and differences between state and national standards listed on the chart.

Learner provides a detailed analysis of the similarities and differences between state

Learner provides a comprehensive analysis of the similarities and differences between state and national standards

A general rationale is provided for additional aspects of vocabulary instruction with only a general reference to course readings.

and national standards listed on the chart. A specific rationale is provided for additional aspects of vocabulary instruction, citing a course reference for most of the added aspects.

listed on the chart. A specific rationale is provided for additional aspects of vocabulary instruction, citing a reference for each of the added aspects.

Instructional Implications of aspects not listed in standards

Learner lists one or two implications for vocabulary instruction of the vocabulary aspects not included in state and national standards and provides a superficial argument for including the instruction in the curriculum.

Learner clearly describes three to four implications for vocabulary instruction of the vocabulary aspects not included in state and national standards and provides a wellsupported argument for including the instruction in the curriculum.

Learner provides a comprehensive description of five or more implications for vocabulary instruction of the vocabulary aspects not included in state and national standards and provides a compelling argument for including the instruction in the curriculum. Learner provides criteria for vocabulary instruction based on understanding of course readings.

Completion of

The learner does

N/A

The learner

assignment and timeliness

not complete assignment or does not submit assignment on time.

completes assignment and submits it on time.

Session 5 There are no activities that are assessed directly in Session 5 except for the discussion forums and online journal.

Session 6

Planning Future Literacy Instruction Rubric: Final Project The completion of the final project is critical to demonstrating a thorough understanding of the content of the PBS TeacherLine courses. The final project is designed to be a culmination of the learning for the course. The alternative projects are three discrete projects that collectively assess your understanding of the course content. If you choose to do the alternative projects, the assignments can be found at the end of Sessions 2, 4, and 6. The alternative projects can be done instead of the final project. In the course you are expected to draw from the readings, videos, and interactives provided in the sessions, as well as from additional resources you have accessed and gathered from the web, from professional colleagues, and from your own professional experiences. By synthesizing the course content and your own teaching experiences into the final project or the alternative projects, you will have successfully achieved the objectives and goals of the course. Consider the following criteria for your final project. Your facilitator will be looking for evidence of these criteria when assessing the quality and level of your final project. •

Provide specific references to course readings and other media that support your instructional goals and the needs of your students.

• •

When relevant, add to the project by including prior knowledge, work experiences, references, Web sites, resources, etc., giving credit as appropriate. Your final project (and responses from other learners in the course) should be well-organized, complete, and free from grammatical and structural errors.

Assignment or Criteria

Unsatisfactory

Satisfactory

Exemplary

Rationale for Learner mentions instructional instructional change without sufficient change description to understand the scope or direction of the change. Minimal support is provided from the course readings and/or a statement about the learner's pedagogical beliefs. Little connection is made to students' learning needs or curriculum standards.

Learner describes instructional changes and supports the changes with two to three specific references to course readings and pedagogical beliefs. The learner links the changes to students' learning needs and curriculum standards.

Learner provides a clear description of instructional changes and supports the changes with four or more specific references to course readings and a clear statement about his/her pedagogical beliefs. Learner links the change to specific learning needs of students by explaining how instructional change will affect growth in students' abilities. Learner links instruction to specific curriculum standards at both the local and national levels and explains how the changes will affect more positive compliance to the standards.

Learner briefly Outline of instructional outlines a two-week instructional plan

Learner describes a two-week instructional plan in

Learner describes a two-week instructional plan in

Description of resources

overview with partial coverage of literacy skills (e.g. phonemic and phonological knowledge, spelling, comprehension, writing, and selfmonitoring). Little or no explanation is provided about how instruction will be scaffolded. Instructional goals are not clearly related to the activities and curriculum.

detail, including coverage of literacy skills (e.g., phonemic and phonological knowledge, spelling, comprehension, writing, and selfmonitoring). Detail includes citing resources in the course that will be used to describe the plan. The plan provides direction for scaffolding instruction. It begins with instructional goals that are linked to other curriculum areas.

detail that includes comprehensive coverage of literacy skills (e.g., phonemic and phonological knowledge, spelling, comprehension, writing, and selfmonitoring) appropriate for the grade level of the students being taught and carefully scaffolded instructional activities. Detail includes citing resources in the course that will be used to describe the plan. The plan begins with clearly stated instructional goals that are linked to instructional goals and resources that are included in other curriculum areas.

Learner provides a list of resources (e.g. books, videos, Web sites, manipulatives, etc.) that will be used during the two-week plan but does not describe how the resources are needed to reach instructional goals. The learner describes one or two professional

Learner provides a list of resources (e.g. books, videos, Web sites, manipulatives, resources that are reviewed in this course, etc.) that will be used during the two-week plan, including a general explanation of how the resources are needed to reach

Learner provides a detailed list of resources (e.g. books, videos, Web sites, manipulatives, resources that are reviewed in this course, etc.) that will be used during the two-week plan, including a detailed explanation of how each resource is

Process for evaluating students

development activities and resources (e.g. colleagues, workshops, professional journals, articles, etc.) with minimal explanation of how they will be useful in gaining the knowledge base needed to successfully implement the twoweek plan.

instructional goals. The learner describes three to four professional development activities and resources (e.g. colleagues, workshops, professional journals, articles, etc.) and explains how they will be useful in gaining the knowledge base needed to successfully implement the twoweek plan.

needed to reach instructional goals. This explanation should include a summary of the learner's response to the resources and tell why the learner agrees that the resources give viable information for instructional change. The learner describes in detail five or more selected professional development activities and resources (e.g. colleagues, workshops, professional journals, articles, etc.) and explains how they will be useful in gaining the knowledge base needed to successfully implement the twoweek plan. The learner includes an evaluation of the appropriateness of the resources in reaching their literacy lesson plan goals.

Learner describes how he/she will evaluate student learning (e.g. work

Learner provides a detailed method for evaluating student learning (e.g. work

Learner provides a detailed method for evaluating student learning (e.g. work

Completion of assignment and timeliness

samples, anecdotal records, tests, etc.) and provides a rationale with one or no reference to course readings. The learner describes how the data gathered will be used to make instructional decisions but makes minimal reference to meeting the needs of students with diverse learning styles (e.g. ELL, special education, struggling readers and writers).

samples, anecdotal records, tests, etc.) and provides a rationale that references two to three readings in the course. The learner describes how the data gathered will be used to make future instructional decisions for students with diverse learning styles (e.g. ELL, special education, struggling readers and writers) and links the instruction to research.

samples, anecdotal records, tests, etc.) and provides a rationale that references four to five readings in the course. The learner describes how the data gathered will be used to make future instructional decisions for students with diverse learning styles (e.g. ELL, special education, struggling readers and writers) and links the instruction to research. The learner identifies how assessment choices will be aligned to the specific needs of students with diverse learning styles. The learner outlines a plan for continued evaluation and for steps that will be taken to ensure ongoing revision of instructional goals.

The learner does not complete assignment or does not submit assignment on time.

N/A

The learner completes assignment and submits it on time.

Literacy Log Rubric: Alternative Project 3

Assignment or Unsatisfactory Satisfactory Exemplary Criteria Log description Learner creates a log that Learner creates Learner creates a log lists activities that might a log that lists that lists realistic activities that might realistic be experienced in an be experienced in an activities that effective instructional effective instructional might be environment. The log identifies activities and experienced in environment. The log is detailed and clearly materials that are used by an effective identifies activities instructional the student but without and materials that are environment. sufficient detail to used by the student. visualize the experience. The log is Five or more literacy One to three literacy skills detailed and skills (e.g. reading identifies (e.g. reading comprehension, comprehension, reading activities and fluency, writing, phonics, materials that reading fluency, are used by the writing, phonics, spelling, phonemic spelling, phonemic student. Four awareness, etc.) are awareness, selfaddressed and integrated literacy skills regulation, etc.) are (e.g. reading into the content of comprehension, addressed. A detailed instruction. Learner reading fluency, description of how addresses the literacy demands of one or fewer writing, phonics, integration into the content of instruction content areas other than spelling, occurs is provided. language arts (e.g. social phonemic awareness, etc.) Learner provides an studies, science, are addressed. A explanation of how mathematics, etc.). literacy skills will be detailed description of integrated within the how integration total curriculum and into the content addresses the literacy demands of three of instruction content areas other occurs is than language arts provided. (e.g. social studies, Learner science, mathematics, addresses the etc.). literacy demands of two content areas other than language arts (e.g. social

Description of student

Rationale for instructional suggestions

studies, science, mathematics, etc.). Learner provides a Learner provides a Learner minimal description of the provides a comprehensive student being followed in description of description of student being followed in the the instructional log student being including grade level and followed in the instructional log important demographics instructional log including grade level regarding the culture of including grade and important demographics the student’s school. level and regarding the culture Learner does not provide important a detailed description of demographics of the student’s school. Learner the student’s past regarding the provides a detailed performance. culture of the student’s school. description of the student’s learning Learner needs, test results, and provides a anecdotes to explain detailed description of unique or unusual learning the student’s learning needs characteristics. including past performance and test results. Learner provides a Learner Learner provides a superficial rationale for provides a clear comprehensive selection of the literacy rationale for rationale for selection skills listed in the log. The selection of the of the literacy skills learner does not make literacy skills listed in the log. The specific connections listed in the log. learner makes specific among the learning The learner connections among experiences, literacy makes specific the learning skills, instructional goals connections experiences, literacy of the student, and among the skills, instructional research-based practices. learning goals, of the student experiences, and research-based literacy skills, practices (five or instructional more references from goals of the the course). The student, and learner offers opinions research-based based on research

Completion of The learner does not assignment and complete assignment or does not submit timeliness assignment on time.

practices (three to four references from the course). N/A

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presented in the course about why the activities listed in the log will be successful. The learner completes assignment and submits it on time.