SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES MIDDLE LEVEL AND SECONDARY

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each students strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:
The candidate uses multiple assessment strategies and approaches aligned with learning goals to
assess student learning before, during and after instruction.

The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.

The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.

The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.
The candidate reflects on his or her instruction and student learning in order to improve teaching
practice.

The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.

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EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE MIDDLE LEVEL AND SECONDARY
Section I:
Candidate: NaStaija Partee'

Cooperating Teacher: Melissa Wright

District: OCSD 5

School:

Subject: Exploratory Art

Dates of unit: February 1st to February 17th

Academic Year: Spring 2016

William J. Clark Middle School Grade Level: 7 th and 6th grade

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3)
any other special features or important information that you included in your Long Range Plan as you described your
students.

I teach a total of 123 students across four class periods. On average, there are between 26 and 32 students
in each class period with my first class-7th period-having the least amount of students (26). There are a total
of 67 boys and 56 girls in all of my classes combined and in all of the classes I teach but one, the boys
outnumber the girls. Many of my students have lower reading levels and also come from low-income
families, but I also teach higher-income and magnet students. My classes are filled with predominantly
African-American students. There are 111 out of a total of 123 students that are of African descent or
ancestry in my classes, 7 students of European descent, 2 Asian students and 3 Hispanic students. I also
teach 7 special education students, one of which has a behavioral disorder.

Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from
Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact
instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which
each of these factors will be taken into consideration during unit planning and instruction.

Many of my students come from lower socioeconomic status backgrounds within the community. Many of their
parents are natives of the Orangeburg-St. Matthews area and so have gone through the same schools that
their children have gone through and will go through in the future. Students that need to take home their
Elements and Principles of Design Posters to work on them because of days missed may need to take a small
baggy full of materials home with them. Many students' parents work within the district and so are aware of
how their children should be performing in their classes. In order to keep parents abreast of what is happening
in the classroom (or inform a parent that a student has not returned their work after taking it home to complete
it) a simple phone call can be made. The school district advocates for the arts currently and so does the
school; there is an afterschool art group that meets once a week to compete in competitions. Students in the
school are aware of this and the many awards that their classmates bring to the school, thanks to their
achievements in their art class. Students in the class may not be in the afterschool art group, but incentives
can be advertised to the class; students that finish their posters in a timely and effective manner will have their
work displayed on the classroom bulletin board and may receive a treat. Many of the 7th grade students I
taught already had art during their 6th grade year and was familiar with what this unit would entail. For the rest
of the 7th graders and all of the 6th graders, unless they had been exposed in their elementary schools, the
information was new. Whether students had had art the previous year or not, each grade level started in their
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grade-level specific textbook to learn about each element and principle of art. Each grade level's vocabulary
was generally the same, just worded or formatted differently. The same goes for the Elements and Principles of
Design posters.
Section IV: The Unit Plan
Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Unit Objectives

Correlated
Standards/Expectations

Content or Cognate 1
Objective 1: The learner will be able to copy and analyze vocabulary relating to the
elements and principles of design after taking a pretest.
Objective 2: The learner will illustrate each element and principle of design then take
a post-test and pass with at least 80% accuracy (or a 20% increase in comparison to
pretest score).

VA 6-2, 7-2 & 8-2

VA6-2.1, VA7-2.1, VA-8-2.1

VA6-2.1, VA7-2.1, VA-8-2.1

VA6-1.3, VA7-1.3 VA8-1.3
VA6-2.2, VA7-2.2, VA8-2.2

Content or Cognate 2:
Objective 1:
Objective 2:

Section IV B: Instructional Plan

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the
unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional
technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that
are addressed.
SUBJECT: Content or Cognate 1

Unit Title: Elements and Principles of Art and Design

Length: 2.5 weeks

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

Anticipatory Set and Unit Pretest on Elements and Principles of Design

Elements and Principles of Design Unit Assessment'
Scantron Answer Sheets
Direct Instruction Explaining each Element of Art
Guided Practice and Independent Practice- Learning Vocabulary via textbook and
PowerPoint Presentation / Illustrating each Element of Art on poster sheet
LCD Projector/STAR Board
PowerPoint Presentation Software
Laptop
Elements of Art Poster Sheet (Modified Frayer Model)
Colored Pencils/Markers/Erasers/Pencils
Checking for Understanding Notebook Check
Direct Instruction Explaining each Principle of Design
Guided Practice and independent Practice: Learning vocabulary via textbook and
PowerPoint Presentation / Illustrating each Principle of Design on poster sheet

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Timeline
st

February 1 Day 1

February 2nd - 9th Day 2Day 6

February 10th Day 7

February 10th- February 16th

 LCD Projector/STAR Board

PowerPoint Presentation Software
Laptop
Elements of Art Poster Sheet (Modified Frayer Model)
Colored Pencils/Markers/Erasers/Pencils
Checking for Understanding Notebook Check
Assessment- Rubric
Closure/ Assessment : Unit Post-test on Elements and Principles of Art and
Design
Elements and Principles of Design Unit Assessment
Scantron Answer Sheets

SUBJECT: Content or Cognate 2

Unit Title:

February 16th
February 17th

Length:

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

Timeline

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level
academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss
the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students
characteristics, needs and learning contexts.

My instructional plan was utilized for each grade-level that was taught and though the process was the same,
the material being taught and some standards were varied. The standards were the cornerstone for the lesson,
but the lesson itself was modified for students that have never had art and students that have special needs
especially. The unit stretched for two and a half weeks so that students had enough time to complete the unit
objectives and take the unit post-test. By understanding that art is a subject that requires more time not only for
students to complete their in-class projects, but grasp the concepts that the projects entail, I meet the students
where they are as far as expectations and needs go. The strategies used to teach students on varying levels
includes touching on all three learning styles. Students that learn well from verbal instruction listen to me as I
go through the PowerPoint presentation and explain each Element and Principle. Visual learners can pay
attention to the visual aids used in the PowerPoint and follow along as I point out how each element and/or
principle is being used. Students that are kinesthetic learners benefit when they are sketching in their
notebooks and then transferring their illustrations to their posters. With student interests in mind, I made sure
that my lectures during the unit was full of examples students were interested in, could relate to, and would
easily understand. That way, the information would not only be easier for them to learn, but more of it could be
retained.

Section V A: Unit Assessments - List the key unit assessments.

Type of Assessment
(Check one for each
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Key Unit Assessments

assessment)
Teacher-Made
(A copy of each teacher made
assessment must be attached to
this plan.)

Content/Cognate 1
Rubric and Unit Pretest/Post Test

X
Content/Cognate 2

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all
students? (2) How did you use your prior understanding of students skills to plan your instruction?

I determined that my unit assessments were reliable and valid by utilizing the same test the students took for their pretest
as their post-test. The test was reliable in the way that the questions were not mixed up, nor were they worded any
differently the first time students took it so that I could gauge what they already knew. After students took their pretest, as
a class, we walked through each and every element and principle together while writing down definitions, viewing and
discussing different examples via PowerPoint, and illustrated examples of each. I used my prior understanding of
students' skills in order to plan how much time would be spent on each specific element and principle of art. If many
students missed a certain set of questions in a class period (many students got questions related to balance and color
incorrect), I spent more time adding examples to that part of the PowerPoint and coming up with metaphors so that
students could better grasp the concept.

Section V B: Other Assessments (1) Describe and attach the assessments for each unit objective. (2) Include
descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe
and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4)
Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments
Content/Cognate 1
Unit Objective 1: Pre-Assessment(s)
Formative Assessment(s)
Summative Assessment(s)

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Accommodations
Students that are ELL will
have a translator read the test
to them. SPED students and
resource students will have
the test read to them and the
questions explained to them
by
myself
and/or
their
shadows.
Students that require help with
keeping up with their notes
can notify me or their shadow.
Students only need to have
the notes taken for that week
out for me to come around
and check them. Students that
were legitimately unable to
complete their notes before
the notebook check were
allowed
to
makeup
the
formative
assessment
by
simply completing the notes

Evaluation Criteria
A= 93-100
B= 85-92
C= 77-84
D=70-76
F=69 and Below

50- Missing/Not checked

80- Some notes checked
100- All notes checked

and showing them to me. The

grade was then changed.

Unit Objective 2: Pre-Assessment(s)

Formative Assessment(s)
Summative Assessment(s)

Content/Cognate 2
Unit Objective 1: Pre-Assessment(s)
: Post-Assessment(s)

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Students that are ELL will

have a translator read the test
to them. SPED students and
resource students will have
the test read to them and the
questions explained to them
by
myself
and/or
their
shadows. The grading rubric
for the poster illustrations will
be read and clarified for the
entire class and explained in
detail to students that need
further help.
Students that are ELL will
have a translator read the test
to them. SPED students and
resource students will have
the test read to them and the
questions explained to them
by
myself
and/or
their
shadows.
Students that require help with
keeping up with their notes
can notify me or their shadow.
Students only need to have
the notes taken for that week
out for me to come around
and check them. Students that
were legitimately unable to
complete their notes before
the notebook check were
allowed
to
makeup
the
formative
assessment
by
simply completing the notes
and showing them to me. The
grade was then changed.
Students that are ELL will
have a translator read the test
to them. SPED students and
resource students will have
the test read to them and the
questions explained to them
by
myself
and/or
their
shadows. The grading rubric
for the poster illustrations will
be read and clarified for the
entire class and explained in
detail to students that need
further help.

(Project Rubric) 5 sections:

5- Excellent
4- Good
3- Satisfactory
2- Below Basic
1- Needs Improvement
A= 93-100
B= 85-92
C= 77-84
D=70-76
F=69 and Below
A= 93-100
B= 85-92
C= 77-84
D=70-76
F=69 and Below

50- Missing/Not checked

80- Some notes checked
100- All notes checked

(Project Rubric) 5 sections:

5- Excellent
4- Good
3- Satisfactory
2- Below Basic
1- Needs Improvement
A= 93-100
B= 85-92
C= 77-84
D=70-76
F=69 and Below

: Other Assessment(s)

Illustration 1: Summative Assessment-Poster Rubric

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Section V C: Data Analysis: After administering the pre-assessment(s), (1) analyze student performance relative to the
unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the preassessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize
the results of the pre-assessment(s) and describe the implications of these results on instruction.

It was clear to me, after all classes completed the pretest, that this unit might take a little more than just two weeks. In my
8th period class, over half the students scored lower than a C on the unit pretest. This let me know that over half the class
was unfamiliar with many of the elements and principles of art and comprehending how they are utilized. If students do
not know the vocabulary nor what each element and principle entails, they most likely would not perform well when trying
to complete the second objective. After studying the questions that were marked incorrectly, I found that many students
missed more questions that dealt with the principles of design. Elements of art like line, shape, color, and form were
answered most correctly by students in all of the classes. All other parts of the pretest seemed to give students trouble, so
more examples (written and visual aids) were added to the PowerPoint presentation that was used to teach the elements
and principles and more time was spent going over the principles of design. It seemed that even students that had had art
the year before required a refresher; through they may have learned the material a year ago, the format and reading level
of the test had changed (each grade level is tested on the same material, but the format and wording is different).

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Student
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
S26
S27
S28
S29
S30
S31
S32

Pretest

Post Test
44
16
20
12
0
72
88
56
4
52
48
80
76
32
32
52
80
28
44
56
64
12
20
72
56
12
28
84
64

72
24
20
60
0
72
80
84
84
20
76
44
96
96
84
56
76
88
32
24
36
80
48
8
0
96
96
20
32
88
88

Table 1: (7th grade) 8th Period Pretest

vs Post Test Scores

Class Pretest and Post Test Scores

8th period (7th grade)
120
100

Score

80
Pretest
Post Test

60
40
20
0
S2 S4 S6 S8 S10 S12 S14 S16 S18 S20 S22 S24 S26 S28 S30 S32
S1 S3 S5 S7 S9 S11 S13 S15 S17 S19 S21 S23 S25 S27 S29 S31

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Student

Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit
objectives.

(1) Did the information increase your understanding of individual students performance?

This information increased my understanding of individual student performance by letting me know what students I might
need to spend time with individually after whole class instruction to make sure they are grasping the concepts that I am
teaching. There are certain students that are consistently off-task and are not focused on what is being taught to them and
as a result, their post-test scores did not rise as much as I had hoped them to. The students that never score lower than a
B in the class fulfilled or exceeded my expectations during this unit. As a result of analyzing the pretest/post-test scores, I
now know which students I have to spend more time checking for understanding with, and which students I can allow to
assist their peers in understanding the lesson.
(2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the
entire class, for one selected subgroup and for at least two individual students.

Average Pretest and Post Test Scores by Gender

8th Period (7th grade)

Gender

Male Avg

Pretest
Posttest

Female Avg
0

10

20

30

40

50

60

70

Score

Suspended Student Score Comparison

8th period (7th grade)

Student

S32

PRETEST
POSTTEST

S26

S17

10

20

30

40

50
Score

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60

70

80

90

100

3)

For each visual representation, provide a descriptive narrative that summarizes your analysis of student progress
and achievement.

Average Student Score by Gender: The average score for the male gender on the pretest was 32.4% and on the posttest, 47.5%. The female gender as a whole scored 55.3% on the pretest and 66% on the post-test. Upon analyzing the
scores made by the two genders, it is apparent that female students in this class possessed the highest pre-test and posttest scores. Male students may have made lower scores, but the difference between their pretest and post-test grades
was higher. I believe that this may have been because, after noticing the low scores made by males in the classroom, I
taught using examples that the boys might have been able to relate to (video games, sports, etc.) more than the girls.
Statistics show that girls often perform better than boys and in this case, the stats hold true.
Suspended Student Score Report: The selected students were suspended for a few days in the midst of the unit. One
of the students, S17, was suspended at the beginning of the unit and came back to school during the middle of the first
week that was spent on learning the Elements of Art. S26 was a student that was suspended after taking the pretest, and
subsequently sent to alternative school. He was not able to complete the post-test, but I found it interesting that he was
able to score 20%. I believe that if he had been in class for the duration of the unit, his score would have increased.
Although he was talkative, once reprimanded, he remained on task once he returned to William J. Clark. S32 was also
suspended at the beginning of the unit but, interestingly scored higher than S17, who is a female student. The reason
behind S32's higher scores on both his pretest and post-test may lie in the fact that he has had art as a sixth grader and
always asked questions and participated in class discussions (while made me wonder why he was suspended in the first
place). S17, although I did my best to catch her up with the rest of the class, scored 56% on her post-test. She
successfully scored 20 more points than she did on her pretest, but I believe that with more one-on-one intervention time,
she could have received a passing grade.
(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance),
and what were the overall results?

The unit pretest and post-tests were completed by students with a Scantron document. The answer key was
completed and the Scantron machine graded the documents. There were 25 questions on the Unit Tests and
each question was worth four points. Notebook checks were graded by whether students had all of their notes
(100%), some of their notes (80%) or none of their notes (50%/missing). Students that had none or some of their
notes could bring in their notes once they completed them and have their grade changed anytime before the
completion of the unit. The rubrics used to grade the Elements of Art and Principles of Design posters were first
used for students to assess and grade their own work and then, once turned in, for me to grade and enter into the
grade-book. The overall result of the assigned student grades showed me which students are the high achievers
and which students are too lackadaisical for their own good. When it came to the student portion of the project
rubric, I received some that were blank and some that had no names on them. I had to fill out rubrics for some
students that did not complete one. Besides that issue, the assigning of student grades was a smooth process
that involved consultation with my cooperating teacher for each different assessment.
(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?

Though some of my students managed to get a lower score on their post test (the average was 4 points lower) than on
their pretest, many of the students I taught gained what I hoped they would. At the very least, I wanted students to score
at least 20 points higher on their post test than they did on their pretest if they failed the pretest. I wanted students that
passed the pretest, though it was not described in the unit objective, to pass the post-test with an even higher score-a full
letter grade, if possible. Many of my students in my 8 th period class failed their pretest, but passed their post test. Even if a
student's grade only went up by 4 points, that means that they learned something that they hadn't known before.
(6) Include a description of the ways in which these results have been recorded as well as how and to whom they have
been reported.

After the completion of the unit and the beginning of a new unit, students were given time to receive all of the work they
had completed so that they could put it into their portfolios. The reason for the creation of their Vincent Van Gogh
portfolios was so that they could store all of their work in it and then, at the end of the semester, they can fill out a

Revised 2015

summative rubric on their growth from the beginning of the school term until the end. The results from this unit has been
recorded on PowerSchool, an electronic database of student grades accessible by other school and district personnel
along with parents (as long as they have their child's PIN). The scores were also recorded in a physical grade-book.
Students received their rubrics and Elements/Principles of Design posters, they also received a progress report that
included the grades ( pretest-for the pretest, students received a participation grade of 100 despite whatever they scored-,
two notebook checks, two rubric grades [one for the elements of art and one for the principles of design], and post-test
score) from the unit.
(7) Provide evidence to support the impact on student learning in terms of the number of students who achieved and make
progress toward the unit objectives.

50% of the students in my 8th period class scored either 80% or higher on their post-test and/or 20% higher than they did
on their pretest. As a result, 50% of the students did not meet my achievement standard. I believe that though my
instruction may not have impacted every student (some students managed to score 4-8 points less than they scored on
their pretest). The students that scored at least 20 points higher than they did on their pretest were students that were
studios and always on task. I know now that while I am teaching, in order to see a greater number of impacted students, I
must have the attention of the entire class. In a class of 32 students, I want to reach at least 75% of my students.
Section VII. Reflection and Self-Assessment
(1) Reflect on and describe the relationship between your students progress and achievement and your teaching
performance.

Teaching the elements and principles of art and design was the very first lesson I picked up and began teaching, so it took
me a short while to become totally immersed and comfortable in the lesson, the students and myself. I knew the content
and had written notes while watching my cooperating teacher teach, but in the beginning, she still had to step in and
include information that I had forgotten to mention or overlooked in my haste to keep up with my cooperating teacher's
classes. Later in the unit and the more I taught, the easier it was for me to teach the content and utilize examples. As a
result, the part of the unit (Principles of Design) that I began teaching after becoming more comfortable seemed to be, at
least for my 8th period class (the first class I picked up from my cooperating teacher), what students scored highest on.
(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make
to improve your students performance? What specific aspects of the instruction need to be modified?

In order to improve my student's performance if/when I teach this unit again, I'd bring in more physical examples for
students to see. For example, actual sea shells were brought in for students to be able to understand the difference
between tactile texture (texture you can actually feel) and visual texture (texture you can see- i.e., the wood grain texture
on student's tables/desks). I brought in one piece of artwork I had completed while I was in high school as a teacher
model for what I wanted students to illustrate in one section of their poster, but I wish I had brought in more. I believe that
if I had made more personal connections with the students utilizing my own artwork and techniques as a bridge
between what I was asking of them and what they were able to do.
(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why
you believe the activities were successful or unsuccessful.

At one point, I was calling on students to read the slides in the PowerPoint presentation for me. I realized that this was
probably unwise since many students read below reading level and thus took longer to read an entire slide full of
unfamiliar vocabulary. If I had introduced the vocabulary and the concept before showing the slide and asking for
someone to read, students that had struggled with reading an entire slide might have at least been able to read a
sentence or two.

Section VIII: Sample Work (Attach)

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EDUC 450
Name:
COMPONENT

UNIT WORK SAMPLE SCORING RUBRIC

Middle Level, Secondary
TARGET (3)

ACCEPTABLE (2)

SCHOOL OF EDUCATION
Date:
UNACCEPTABLE/D
EVELOPING (1)

DESCRIPTION OF STUDENTS
Description of Students
ACEI 3.1
NAEYC 1a
Contextual Factors
collaborating with
others and sources of
information
ACEI 3.5/NAEYC 5c
Contextual Factors
ACEI 3.5/NAEYC 3b

Contextual Factors
ACEI 5.2/NAEYC 2c

Describes students in-depth according to

ability, disabilities, ethnicity/race,
socioeconomic status, student interests
and other relevant school factors that
could impact student learning; list 5 or
more factors.

Describes students according to some

differences, lists at least 4 factors that could
impact student learning

Uses substantial information from

descriptions of the students to select
standards to meet students individual
differences and plan instruction and
assessment

Uses adequate information from the

descriptions to select standards to meet
students differences and plan instruction and
assessments

Data is collected from multiple sources,

including verbal, nonverbal and media,
etc.

Uses at least three (3) types of sources to collect

data

Displays an understanding of the

importance of collaborative relationships
with families, school colleagues and
agencies in the community.

Selected sources show the importance of

collaborative relationships with families, school
colleagues, and agencies in the community

Does not include at

least three (3) types of
descriptions; displays
minimal
understanding of
addressing a variety of
student needs.
Fails to use the
information from the
descriptions to plan
instruction and
assessments to meet
the needs of students
Uses only one data
source (records) to set
standards and plan
assessments
Shows little or no
importance of
collaborative
relationships with
families, school
colleagues, and
agencies in the
community

Overall Rating

UNIT PLAN
Objectives
ACEI 3.3/NAEYC 5b
Objectives
ACEI 3.2/NAEYC 5c
Objectives
ACEI 3.2/NAEYC 5c
Revised 2015

All objectives are thorough, significant and

challenging, and are clearly stated and
correlated with the SC State standards
Objectives are appropriate for the
development, prerequisite knowledge,
experiences, diversity, and other student
needs
All objectives contain performance,
products, conditions and criteria
components

Objectives are challenging and are clearly stated

and correlated with the SC State standards
Objectives are appropriate for the development,
prerequisite knowledge and experiences, but are
limited in diversity or other student needs.
Objectives are measurable, containing 2-3
components

Objectives are not

given; standards are
used.
Objectives are not
given; standards are
used.
Objectives are not
measurable.

SCORE

Overall Rating
Alignment with
Learning Objectives
and Assessment
ACEI 4.0/NAEYC 3b
Alignment with
Learning Objectives
and Assessment
ACEI 4.0/NAEYC 3b

Plans to assess each objective domain

through the assessment plan.

Plans to assess most of the objectives through

the assessment plan.

Does not plan to

assess the objectives
through the
assessment plan

All assessments are congruent with

standards, content and cognitive
complexity.

Most assessments are congruent with the

standards, content, but have limited cognitive
complexity.

Assessments are not

congruent with the
standards, content, or
cognitive complexity.

Instructional Plan
NAEYC 5c

All content is paced and sequenced so that

it is covered in the allotted time

Content is paced that it is covered in the allotted

times, but there are some sequencing issues

Instructional Plan
NAEYC 5c

All standards thoroughly display

knowledge, skills and dispositions

Standards are inclusive of knowledge, skills and

dispositions

Instructional Plan
NAEYC 5c

3 or more activities relate to real world

experiences

2 activities relate to real world experiences

Instructional Plan
NAEYC 5c

The instructional plan aligns with the

objective(s) for each content area.

The instructional plan aligns with the

objective(s) for at least two or more content
areas.

Overall Rating
The content is not
paced and sequenced
so that is covered in
the allotted time
Standards are not
inclusive of
knowledge, skills, and
dispositions
Activities do not relate
to real world
experiences
The instructional plan
does align with the
objective(s) for any of
content areas.

Overall Rating
Selection of Strategies
for Varying Levels
ACEI 3.3/NAEYC 4b;4c

Design for Instruction

ACEI 1.0/NAEYC 5c

Revised 2015

Uses and justifies a variety of strategies to

teach students on varying levels, including
activities that require students to think
critically and solve problems.

Uses a variety of strategies to teach students on

varying levels, including activities that require
students to think critically and solve problems.

Designs instruction for specific learning

standards using students characteristics
and needs for learning contexts.

Designs most of the instruction using the

standards, but fails to use students
characteristics and needs for learning contexts

Uses less than three

(3) strategies; does
not accommodate the
varying levels of
students or activities
that require students
to think critically and
solve problems.
Attempts to design
the instruction using
the standards, but the
attempt lacks
congruency and fails
to use students
characteristics and
needs for learning
contexts.

ASSESSMENTS
Displays specific understanding of
students skills and prior learning that
affect instruction.

Displays general understanding of students skills

and prior learning that affect instruction.

Displays no
understanding of
students skills and
prior learning that
affect instruction.

All informal assessments are completely

aligned to the objectives

Informal assessments are aligned to adequate

portions of the standards

Does not use informal

assessments

All formal assessments are completely

aligned to the objectives

Formal assessments are aligned to adequate

portions of the standards

Does not use formal

assessments

Uses more than one (1) authentic

assessment type

Applies an authentic assessment type

Does not use

authentic assessments

Uses more than one (1) l performance

tasks and includes the scoring rubric

Uses a performance task(s) but does not use a

scoring rubric

Does not use

performance tasks

Plans substantially for student reflections

Plans adequately for student reflections

Does not plan for

student reflections

All assessments are valid

Most assessments are valid

Assessments are not

valid

All items or prompts are clearly written

and correct

Items or prompts are clearly written, but exhibit

minimal errors

Items or prompts are

not clearly written

All directions and procedures are clearly

written and correct

Directions and procedures are clearly written,

but exhibit minimal errors

Directions and
procedures are not
clearly written

Scoring Procedures
Explained(Eval. Crit)
ACEI 4.0/NAEYC 3b

Thoroughly, but succinctly, explains the

scoring procedures for all of the
assessments

Adequately explains some of the scoring

procedures for the assessments

Analysis of Student
Learning
ACEI 4.0/NAEYC 3b

Uses assessment data using graphs, charts,

tables, etc., to profile student learning and
communicate information about student
progress and achievement.

Provides an appropriate summary of assessment

data to explain student learning and
communicate information about student
progress and achievement.

Knowledge of Students
Skills and Prior
Learning
ACEI 3.1
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes/NAEYC 3b
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Multiple Assessment
Modes
ACEI 4.0/NAEYC 3b
Overall Rating
Validity of Assessments
ACEI 4.0/NAEYC 3b
Validity of Assessments
ACEI 4.0/NAEYC 3b
Validity of Assessments
ACEI 4.0/NAEYC 3b
Overall Rating

Revised 2015

Fails to explain the

scoring procedures for
any of the
assessments.
Makes an inadequate
attempt to summarize
or display student
learning and
communicate
information about
student progress and

achievement.

Interpretation of Data
and Student Learning
ACEI 4.0/NAEYC 3b
Interpretation of Data
and Student Learning
ACEI 4.0/NAEYC 3b
Interpretation of Data
and Student Learning
ACEI 4.0/NAEYC 3b
Overall Rating
Instructional Decisionmaking
ACEI 4.0/NAEYC 3c
Effective Instruction
and Assessment
ACEI 4.0/NAEYC 3c
Effective Instruction
and Assessment
ACEI 4.0/NAEYC 3c

Thorough and accurate interpretation is

provided

An adequate interpretation is provided; contains

few errors in accuracy

Interpretation is not
accurate

Meaningful, appropriate, and data

supported conclusions are drawn

Meaningful and appropriate conclusions are

drawn with limited inclusion of data

Conclusions are not

meaningful or
supported by data

Provides generalized hypotheses for why

students met or did not meet the learning goals

Does not provide

hypotheses as to why
the students did not
meet the learning
goals

Provides relevant and detailed hypotheses

for all achieved and unachieved learning
goals.

Uses ongoing analysis of student learning

to make instructional decisions.

Uses intermittent analysis of student learning to

make instructional decisions.

Identifies successful and unsuccessful

activities and assessments

Identifies unsuccessful and successful activities ,

but not assessments or vice versa

Provides plausible reasons (based on

theory or research) for both the success
and lack thereof

Provides plausible reasons to support why

activities and assessments were either
successful or not successful

Provides no evidence
of using an analysis of
student learning to
make instructional
decisions.
Does not identify
successful or
unsuccessful activities
or assessments
Does not provide
reasons to support the
success or nonsuccess
of activities or
assessments

Overall Rating
Impact on Student
Learning
ACEI 4.0/NAEYC 3b
Clarity and Accuracy of
Presentation/NAEYC 6b

Revised 2015

Includes substantial evidence of the

impact on student learning in terms of the
number of students who achieved and
made progress toward the unit objectives

Includes adequate evidence of the impact on

student learning in terms of numbers of students
who achieved and made progress toward the
unit objectives

Is easy to follow and contains no errors in

conventions or grammar usage.

Is easy to follow and contains minimal errors in

conventions or grammar usage.

Includes incomplete or
no evidence of the
impact on student
learning in terms of
numbers of students
who achieved and
made progress toward
unit objectives
Is easy to follow and
contains numerous
errors in conventions
or grammar usage.

Reflection/Self
Evaluation
ACEI 5.1/NAEYC 4d
Student Work

Reflects comprehensively on his or her

instruction and student learning in order
to improve teaching practice.

Reflects adequately on his or her instruction and

student learning in order to improve teaching
practice.

Reflects, but does not

adequately support
ways to improve
teaching practice.

Ample student work attached

Appropriate student work attached

No student work
attached

TOTAL

Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the attributes of
the standard. Performance indicates that few competencies
have been demonstrated.

Revised 2015

POINTS

Acceptable/Meets (3)
Candidate demonstrates most of the attributes of the
standard. Performance indicates that the competency has
been demonstrated including examples, extension, or
enrichment.

Target/Exceeds (5)
Candidate demonstrates all of the attributes of the standard.
Performance clearly indicates that the competency has been
mastered, including examples, extension, and enrichment.