Assignment 3 - Rubric for Portfolio and Analysis Up to 30 points (6 per section) Student will choose 5 pieces of evidence that show growth in the following areas (Please address at least 3 areas). Two of these pieces must be from at least 1 other course in the program. • What values do I hold as a teacher? What do I bring to the classroom? • Culturally Relevant Pedagogy • Assessment • Differentiation • Classroom Management Evidence can be an assignment, a BLT, a SDG unit summary, a piece of evidence from SDG presentation, or a table talk (if you have notes you can provide as evidence) etc. This assignment must be posted to the LMS, as well as the 5 pieces of evidence. This assignment is meant to guide you through a critical reflection of your development during this course in relation to course content. It should be submitted in a narrative form following the sections of the rubric below. Please be sure to describe the connections you were able to make to the course content from the pieces of evidence from other coursework. Rubric expectations are: 6 Student chooses 5 pieces of evidence that address the 5 areas above. Two of those pieces are from other courses you have taken in the program.
5 Student chooses 5 pieces of evidence that address 3 areas above. One or two of the pieces is from another course in the program
4 Student chooses 5 pieces of evidence that address the 3 areas above. ALL of those pieces are from this course.
3 Student chooses less than 5 pieces of evidence that may or may not address the areas required.
2 Student chooses less than 4 pieces of evidence. They come from a variety of courses, and may or may not address the areas required.
1 Student chooses 2 or less pieces of evidence. They may or may not come from other courses, and may or may not address the areas required.
0 Students choose 1-5 pieces. Their course of origin is not defined.
Student describes reason for choices that show insight and clearly connect to goals of the course.
Student list reasons for choices that show some connection to goals of the course.
Student list reasons for choices that suggest understanding of goals of the course.
Student presents superficial reasons for choices that loosely connect to goals of the course
Student presents superficial reasons for choices that are weakly connected to goals of the course.
Student provides weak reasons for choices that do not connect to goals of the course
Student does not provide reasons for choices.
Student describes their own learning process and discusses how these pieces of evidence connect to an aspect of their learning.
Student describes their own learning process and matches how this evidence connects to an aspect of their learning.
Student outlines their own learning process and lists how the evidence connects to an aspect of their learning.
Student vaguely describes their own learning process and matches how evidence connects to an aspect of their learning.
Student tells how these pieces of evidence connect to an aspect of their learning.
Student makes loose connections between evidence their learning.
Student does not connect evidence to their learning.
Students clearly and persuasively reflect upon
Students clearly reflect on how ALL pieces of
Students superficially describe how ALL
Students describe how some pieces of evidence
Students weakly describe how some
Students weakly describe a connection of
Students do not make a connection between
and describe how ALL pieces of evidence represent the development of knowledge of course content.
evidence represent the development of knowledge of course content.
pieces of evidence represent the development of knowledge on course content.
represent the development of knowledge of course content.
pieces of evidence represent the development of knowledge on course content.
evidence to their learning.
evidence and course knowledge.
Students write specifically and convincingly, using focused examples of how they will carry the theory from this class into practice in their classroom.
Students write, clearly about how they will carry the theory from this class into practice in their classroom.
Students write broadly about how they will carry the theory from this class into practice in their classroom.
Students write superficially about how they will carry the theory from this class into practice in their classroom.
Students write weakly about how they will carry the theory from this class into practice in their classroom.
Students write about how they will practice in their classroom.
Students do connect the theory of this class to the practice in their classroom.