Shelby Barrier CI 5041 Final Curriculum-Based Assessment (CBA) Project Rubric The following rubric will be used to assess

your performance on this assignment Needs Improvement 0-1 point 'nit Plan a( NC C) * Common Core +oals , )bjectives The goals and ob!ecti"es chosen ma#e it difficult to create an assessment that assesses the content in a logical manner $oals%ob!ecti"es are too narrow in focus& written at a low ta'onomic le"el& and%or too rigid to allow for creati"ity when de"eloping a performance assessment There is little e"idence of alignment among the goals%ob!ecti"es& Ta'onomy of Content Chart& assessment& and performance assessment Meets tandards !-" points The goals and ob!ecti"es are chosen in accordance with the (CSC)S* are broad in nature and can be used to formulate both a content+ based assessment and performance assessment* and are written at a higher ta'onomic le"el ,at least at the goal le"el- There is alignment throughout. goals%ob!ecti"es dri"e the /uestions in the assessment and the tas# and criteria for the performance assessment 1 basic o"er"iew of each day in the unit #$ceeds tandards %-& points The goals and ob!ecti"es are chosen in accordance with the (CSC)S* are broad in nature and can be used to formulate both a written assessment and performance assessment* are written at a higher ta'onomic le"el ,at least at the goal le"el- There is clear alignment throughout. goals%ob!ecti"es dri"e the /uestions in the assessment and the tas# and criteria for the performance assessment Comments

b( -ail. Plans

0aily plans are not included or do not align

1n o"er"iew is pro"ided that is clear and easily be

Shelby Barrier CI 5041 Final to goals and ob!ecti"es selected to guide the unit is pro"ided 1ssessments are mentioned in the daily plans understood by other teachers in the field 2esources needed and "arious assessments are included in the daily plans 3ach assessment or tas# that will be used in the unit is listed with description

Assessment Blueprint a( Assessment* /as0

(o assessment tas#s are listed

b(

tandards Addressed

1ssessment tas#s do not address standards%goals selected (o mention of how assessment tas# will be used for instruction or grading

Some assessment tas#s are listed or tas#s are listed with no description gi"en Some assessment tas#s address standards%goals selected

c( 'se

d( #valuation Content-Based Assessment a( Assessment

(o mention of e"aluation criteria and%tools is made

1ll assessment tas#s address the standards%goals for the unit The standards%goals are listed for each tas# The uses of 3ach assessment tas# has a assessment tas#s are clear use to inform mentioned 4ittle to teaching 3ach tas# is no detail is pro"ided described in terms of use in terms of how ,homewor# grade& /ui5 tas#s will inform grade& test grade& teaching formati"e& etc 3"aluation criteria 3"aluation criteria and and tools are listed tools are listed for for assessment tas# assessment tas# 1 content+based assessment is de"eloped that 1 comprehensi"e content+ based assessment is de"eloped that includes a

The assessment does not ade/uately co"er the content as articulated in

Shelby Barrier CI 5041 Final the goals and ob!ecti"es 6uestions are not written with a purpose in mind& and%or do not consider the ta'onomic le"el at which the goals%ob!ecti"es are written In the case of a written assessment& a "ariety of formats ha"e not been used and%or little attention has been gi"en to matching the appropriate format for the intended outcome 4ittle to no directions for students is pro"ided (o scoring #ey%rubric is pro"ided includes a "ariety of formats as appropriate based on the intended outcomes and content 6uestions are written at the same ta'onomic le"el as the goal%ob!ecti"es and address higher and lower le"el thin#ing Student directions are pro"ided but are not clear 1 scoring #ey%rubric is pro"ided but is not clear "ariety of formats as appropriate based on the intended outcomes and content 6uestions are written at the same ta'onomic le"el as the goal%ob!ecti"es and address higher and lower le"el thin#ing Careful consideration has been gi"en to co"ering both breadth and depth

b( Criteria 1or 2radin2

0irections for students are clear and easily understandable 1 scoring #ey or format for grading is pro"ided and is clear

Shelby Barrier CI 5041 Final Per1ormance Assessment The performance assessment is lac#ing in one or more components and%or does not address a component ade/uately The performance tas# is chosen based on the goals%ob!ecti"es The rubric contains clear language that enables the e"aluator to assess "arious le"els of performance Instructions are included that pro"ide guidance to the student and teacher The performance assessment gi"es careful consideration to the /ualities of good tas#s and rubrics The tas# is chosen based on the goals%ob!ecti"es and clearly enables the student to demonstrate their #nowledge or s#ill in relation to the outcomes The rubric is comprehensi"e and contains clear and precise language that enables the e"aluator to assess "arious le"els of performance Comprehensi"e instructions are included that pro"ide support to the student and teacher 0iscussion of reasons behind assessments is clear 2easons for use of each assessment are con"incing 2esearch supporting assessment methods is pro"ided Sources are appropriate

Researc3 , Re1lection a( Assessments

4ittle to no discussion of reasons behind assessment is included 4ittle to no research supporting assessment methods is pro"ided or is not appropriate

0iscussion of reasons behind assessments is included Some research supporting assessment methods is pro"ided Sources are appropriate

b( Researc3

Shelby Barrier CI 5041 Final c( Re1lection 2eflection is not included 1 personal reflection on assessment is included 1 personal reflection on assessment is included 3"idence of thoughtful reflection in terms of the unit plan%assessment blueprint and assessments and curriculum leaders is present The written product contains e'ceptional word usage& spelling& grammar& and punctuation* a sophisticated writing style* and coherent structure

Presentation o1 4or0

The written product includes many e'amples of incorrect word usage& spelling& grammar& and punctuation* thoughts are not clearly e'pressed in writing& and%or wor# is poorly organi5ed and difficult to read

The written product includes correct word usage& spelling& grammar& and punctuation* thoughts are clearly e'pressed in writing* a coherent structure unifies the wor#

/otal Points5 6666666666 Points5 A7 80-8& A &&-&9 A&!-&% B7 "9-&1 B ""-": B!8-"! C !0-!8 1%-19 ; 0-1"