Rubric for Major Project
| 4 Advanced | 3 Proficient | 2 Basic | 1 Novice | |
| Organization of Work | Scope of work to be completed is clearly outlined. Work was completed and turned in on time. There was a noticeable progression of work. | Scope of work to be completed is given. Most work was completed on time. There was a progression of work. | Scope of work to be completed is present, but unclear. | Scope of work to be completed is not present. There was not a progression of work completed. |
| Changes in Assessment | Project gives clear evidence of how it will effect changes in assessments in the classroom, school, or district. | Project gives some evidence of how it will effect changes in assessments in the classroom, school, or district. | Project gives little evidence of how it will effect changes in assessments for the classroom, school, or district. | Project gives no evidence of how it will effect changes in assessments for the classroom, school, or district. |
| Quality of Project | Project is organized, complete, and shows a thorough understanding of a variety of assessment strategies. | Project is organized, complete, and shows some understanding of assessment strategies. | Project is mainly completed. Little understanding of assessment strategies are evident. | Project is incomplete or confusing. Understanding of assessment strategies are not evident. |
Rubric for Major Project
Different Than
an Assessment Design
| 4 Advanced | 3 Proficient | 2 Basic | 1 Novice | |
| Organization of Work | Scope of work to be completed is clearly outlined. Project is comparable to the Assessment Design project expectations. Work was completed and turned in on time. There was a noticeable progression of work. | Scope of work to be completed is given. Project is comparable to the Assessment Design project expectations. Most work was completed on time. There was a progression of work. | Scope of work to be completed is present, but unclear. Project is not quite comparable to the Assessment Design project expectations. | Scope of work to be completed is not present. Project is not comparable to the Assessment Design project expectations. There was not a progression of work completed. |
| Changes in Assessment | Project gives clear evidence of how it will effect changes in assessments in the classroom, school, or district. | Project gives some evidence of how it will effect changes in assessments in the classroom, school, or district. | Project gives little evidence of how it will effect changes in assessments for the classroom, school, or district. | Project gives no evidence of how it will effect changes in assessments for the classroom, school, or district. |
| Quality of Project | Project is organized, complete, and shows a thorough understanding of topic. | Project is organized, complete, and shows some understanding of topic. | Project is mainly completed. Little understanding of the topic is evident. | Project is incomplete or confusing. Understanding of the topic is not evident. |
Rubric for Assessing a Portfolio Package
| 4 Advanced | 3 Proficient | 2 Basic | 1 Novice | |
| Applicability | Package is appropriate without modifications for use in any given classroom. | Package could easily be modified for use in any given classroom. | Package would be difficult to modify for any given classroom. | Package would be inappropriate and unusable for any given classroom. |
| Completeness | Portfolio components provide a comprehensive resource to document a wide range of student achievement (i.e. various objective domains and subject areas). | Portfolio components adequately sample a range of student achievement (i.e. various objective domains and subject areas). | Portfolio components sample a limited range of student achievement (i.e. objective domains and subject areas). | Portfolio components inadequately sample a range of student achievement (i.e. objective domains and subject areas). |
| Ease of Use | Portfolio package would be exceptionally easy to implement. | Portfolio package would be relatively simple to implement. | Portfolio package would be difficult to implement. | Portfolio package would be impossible to implement. |
| Organization | Package is exceptionally well organized. | Package is well organized. | Package is adequately organized. | Package organization is confusing. |
| Appropriateness | Alternative assessments created contain complex achievements, are altered for students with special needs. | Assessments are based on some complex achievements, few alterations for diverse learners. | Assessments created are for use with less complex achievements. Little alterations for diverse learners. | Assessments created are not for complex achievements, no alterations made for diverse learners. |
All group members contributed ideas, and we came up with these rubrics for ASA490.