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Evaluation Methods

Page history last edited by Pat Hensley 14 years, 10 months ago

 

Evaluation Methods To Be Used: In keeping with the conceptual framework of the Teacher Education Program, multiple measures are to be used to determine the candidate’s knowledge and performance levels throughout the course. Evaluation methods are intended to model research-based and experience validated approaches to gaining information and using it constructively in the development of the professional. Candidates are challenged to reflect, reconsider, apply knowledge to new contexts, and construct new meanings. Individual as well as collaborative approaches to fulfilling course requirements will be provided. Self evaluation is a component of each course requirement, and will be guided by rubrics along with open-ended opportunities to respond. 

 

Note: If class is canceled, go ahead and complete the reading/assignment for the next class.

 

Evaluation System

Unless otherwise noted, a generally accepted rubric is used to evaluate projects and other requirements. The descriptors and grade equivalents for each level follow:

 

Exceeds Expectation: well organized and thorough; professional in presentation and appearance; demonstrates high level of critical thought/analysis; imaginative, creative, and/or unique; substantial application to own teaching; goes above and beyond requirements; demonstrates both breadth and depth of understanding. Requirements that exceed expectation demonstrate that the candidate shows awareness of the task, gives explanations and analyses, and connects the requirement to their teaching/learning situation.  Reflections demonstrate how the requirement has moral/ethical implications for teaching. Such a performance deserves to earn the grade of A+, A or A- (93% - 100%).

 

Meets Expectations: well organized and complete; effectively and clearly presented; demonstrates clear understandings; applies what has been learned to the classroom; clearly shows connections; detailed; thoughtful and supported with ideas. Requirements that meet expectation demonstrate that the candidate shows awareness of the task, gives explanations, and shows how the requirement applies to their teaching/learning situation. Such a performance deserves the grade of B+, B, B-, C+, or C (78%-92%).

 

Does Not Meet Expectation: missing evidence or information; sloppy or poorly organized; demonstrates only surface understandings; little evidence of application to their teaching/learning situation; poorly written or difficult to understand. Requirements that do not meet expectation demonstrate the candidate shows a lack of awareness of the task and/or implications for teaching. Such a performance deserves the grade of C- or below (77% or lower).

 

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