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Education
Summer Session B Summative Assessment Rubric
| Criteria | Exceeds Standards | Meets Standards | Approaches Standards | Does Not Meet Standards |
| Objectives & Enduring Understandings | Candidate clearly and explicitly frames the paper with a clear description of the sequence objectives, understandings, and experiences. | Candidate frames the paper with a description of the sequence objectives, understandings, and experiences.
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Candidate implicitly frames the paper with a description of the sequence objectives, understandings, and experiences. |
Candidate does not provide any introduction to the sequence objectives, understandings, and experiences.
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| Macro-level Policy
Bilingual Education Focus IL-ISBE-ESL-5.A |
Candidate demonstrates knowledge of a variety of laws, policies, and guidelines by explicitly connecting societal and educational issues and delineating roles of educational actors.
Candidate specifically demonstrates clear and detailed evidence of knowledge of historical and current policies around ESL and bilingual education and the theories that support ESL and bilingual education |
Candidate demonstrates knowledge of laws, policies, and guidelines by implicitly connecting societal and educational issues and explaining roles of various actors in general terms.
Candidate demonstrates evidence of knowledge of historical and current policies around ESL and bilingual education and some of the theories that support ESL and bilingual education
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Candidate demonstrates some knowledge of the evolution of laws and policy in education but lacks clarity regarding roles of various actors.
Candidate demonstrates a beginning level of knowledge of historical and current policies around ESL and bilingual education and attempts to describe the theories that support ESL and bilingual education |
Candidate does not provide evidence of knowledge of the evolution of laws and policy in education and lacks clarity regarding roles of various actors.
Candidate does not reference historical and current policies around ESL and bilingual education or theories that support ESL and bilingual education
|
| Macro-level Policy
Special Education Focus |
Candidate demonstrates knowledge of a variety of laws, policies, and guidelines by explicitly connecting societal and educational issues and delineating roles of educational actors.
Candidate specifically demonstrates clear evidence of knowledge of historical and current policies related to supporting students with special needs across the life span.
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Candidate demonstrates knowledge of a variety of laws, policies, and guidelines by connecting societal and educational issues and delineating roles of educational actors.
Candidate demonstrates general evidence of knowledge of historical and current policies related to supporting students with special needs across the life span.
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Candidate demonstrates a beginning knowledge of a variety of laws, policies, and guidelines making some general connections to societal and educational issues.
Candidate makes minimal referent to historical and current policies related to supporting students with special needs across the life span. |
Candidate does not provide evidence of knowledge of the evolution of laws and policy in education and lacks clarity regarding roles of various actors.
Candidate does not reference historical and current policies related to supporting students with special needs across the life span.
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| Micro-level Practice | Candidate demonstrates accurate knowledge of individual students’ sociocultural, linguistic, cognitive, social/emotional, and academic in classrooms and uses data for decision making around these facets. Candidate includes detailed and relevant examples from case study projects of the ways in which educational policies that serve bilingual learners and or students with learning/behavioral needs are implemented in schools and classrooms and how they impact students, families, and communities | Candidate demonstrates accurate knowledge of individual students’ sociocultural, linguistic, cognitive, social/emotional, and academic in classrooms and uses data for decision making around these facets. Candidate includes relevant examples from case study projects of the ways in which educational policies that serve bilingual learners and or students with learning/behavioral needs are implemented in schools and classrooms and how they impact students, families, and communities
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Candidate demonstrates accurate knowledge of individual students’ sociocultural, linguistic, cognitive, social/emotional, and academic in classrooms and uses data for decision making around these facets. Candidate includes limited to no examples from case study projects of the ways in which educational policies that serve bilingual learners and or students with learning/behavioral needs are implemented in schools and classrooms and how they impact students, families, and communities
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Candidate demonstrates inaccurate knowledge of individual students’ sociocultural, linguistic, cognitive, social/emotional, and academic in classrooms and the role of data for decision making around these facets. Candidate fails to include examples from case study projects of the ways in which educational policies that serve bilingual learners and or students with learning/behavioral needs are implemented in schools and classrooms and how they impact students, families, and communities
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| Teacher Advocacy | Candidate explicitly discusses advocacy for all students and families by making aligned, appropriate, and comprehensive suggestions to improve teaching and learning. | Candidate discusses advocacy for students and families by making aligned and appropriate suggestions to improve teaching and learning.
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Candidate minimally references the importance of advocacy for students and families but does not include suggestions to improve teaching and learning. | Candidate does not mention the importance of or describe examples of advocacy for students and families.
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| Professional Learning | Candidate reflects upon the sequence to clearly and extensively outline their professional knowledge, skills, and dispositions related to teaching bilingual learners and students in need of supports in relation to behavior | Candidate reflects upon the sequence to clearly and extensively outline their professional knowledge, skills, and dispositions related to teaching bilingual learners and students in need of supports in relation to behavior | Candidate reflects upon the sequence to clearly and extensively outline their professional knowledge, skills, and dispositions related to teaching bilingual learners and students in need of supports in relation to behavior | Candidate demonstrates some professional learning about language teaching and learning and/or students in need of supports in relation to behavior |
| Future Goals | Candidate describes specific professional goals in relation to the sequence essential questions that describe continued professional development and collaboration with others. | Candidate describes general professional goals in relation to the sequence essential questions that include continued professional development and collaboration with others. | Candidate reflects upon the sequence to set some professional goals that are generally related to the focus of the sequence. | Candidate does not reflect on sequence to set professional goals.
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| Social Justice
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Candidate explicitly analyzes the role of professionalism in service of social justice related to advocacy and leadership in teaching and learning specifically in relation to culturally and linguistically diverse students and those with special needs. | Candidate analyzes the role of professionalism in service of social justice in teaching and learning with some mention of advocacy and leadership in teaching and learning specifically in relation to culturally and linguistically diverse students and those with special needs. | Candidate makes some reference to the role of professionalism in service of social justice in teaching and learning. | Candidate does not mention professionalism in service of social justice.
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| Ethical Decision Making | Candidate explicitly analyzes the role of ethical decision making in teaching and learning and relates it to learning from this sequence.
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Candidate analyzes the role of ethical decision making in teaching and learning with a brief discussion. | Candidate demonstrates awareness of ethics in teaching and learning and references it briefly. | Candidate mentions but does not discuss the role of ethical decision making in teaching and learning.
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| Written Presentation | Candidate submits an APA-style paper that is well-organized, clearly and succinctly written, contains references to key readings, and contains no errors in form. | Candidate submits an APA-style paper that is organized, contains references to readings, is clearly written, and contains few errors in form. | Candidate submits a paper that has some errors of APA form and style, contains minimal references to readings, and is not clearly organized. | Candidate submits a paper that is not well-organized, does not follow APA style guidelines, contains no references to readings and many errors in form.
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