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Created with Taskstream Math Final Assessment; Intern and Teacher Candidate

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Planning (LCET IA, NCATE Standard 3.3): IA1 Specifies learner outcomes in clear, concise objectives Does not specify learner outcomes in clear, concise objectives Specifies learner outcomes in clear, concise objectives Exceeds expectations when specifying learner outcomes in clear, concise objectives  
Planning (LCET IA, NCATE Standard 3.3): IA2 Includes activity/activities that develop(s) objectives Does not include activity/activities that develop(s) objectives Includes activity/activities that develop(s) objectives Exceeds expectations when including activity/activities that develop(s) objectives  
Planning (LCET IA, NCATE Standard 3.3): IA3 Identifies and plans for individual differences Does not identify and plan for individual differences Identifies and plans for individual differences Exceeds expectations when identifying and planning for individual differences  
Planning (LCET IA, NCATE Standard 3.3): IA4 Identifies materials other than standard materials as needed for the lesson Does not identify materials other than standard materials as needed for the lesson Identifies materials other than standard materials as needed for the lesson Exceeds expectations in planning a variety of teaching materials that correlate with the lesson  
Planning (LCET IA, NCATE Standard 3.3): IA5 States method(s) of evaluation to measure learner outcomes Does not state method(s) of evaluation to measure learner outcomes States method(s) of evaluation to measure learner outcomes Exceeds expectations in planning effective evaluations to measure learner outcome  
Planning (LCET IA, NCATE Standard 3.3):Develops short term and long term instructional plans based on state standards & benchmarks
Does not develop short term and long term instructional plans based on state standards & benchmarks
Develops short term and long term instructional plans based on state standards & benchmarks
Exceeds expectations developing short term and long term instructional plans based on state standards & benchmarks
 
Management (LCET IIA,B & C, NCATE Standard 3.3): IIA1 Organizes available space, materials and/or equipment to facilitate learning Does not organize available space, materials and/or equipment to facilitate learning Organizes available space, materials and/or equipment to facilitate learning Exceeds expectations with organization of space, equipment, and innovative materials to facilitate learning  
Management (LCET IIA,B & C, NCATE Standard 3.3): IIA2 Promotes a positive learning climate Does not promote a positive learning climate Promotes a positive learning climate Exceeds expectations in promoting a positive learning climate  
Management (LCET IIA,B & C, NCATE Standard 3.3): IIB1 Manages routines and transitions in a timely manner Does not manage routines and transitions in a timely manner Manages routines and transitions in a timely manner Exceed expectations in managing routines and transitions in a timely manner  
Management (LCET IIA,B & C, NCATE Standard 3.3): IIB2 Manages an/or adjusts allotted time for activities Does not manage an/or adjusts allotted time for activities Manages an/or adjusts allotted time for activities Exceeds expectations in managing routines and transitions in a timely, effective manner
 
Management (LCET IIA,B & C, NCATE Standard 3.3): IIC1 Establishes expectations for learner behavior Does not establish expectations for learner behavior Establishes expectations for learner behavior Exceeds expectations in establishing learner behavior expectations  
Management (LCET IIA,B & C, NCATE Standard 3.3): IIC2 Uses monitoring techniques to facilitate learning Does not use monitoring techniques to facilitate learning Uses monitoring techniques to facilitate learning Exceeds expectations in monitoring to facilitate learning  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA2 Initiates lesson effectively Does not initiate lesson effectively Initiates lesson effectively Exceeds expectations when initiating lesson effectively  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA1 Uses technique(s) which develop(s) lesson objective(s) Does not use technique(s) which develop(s) lesson objective(s) Uses technique(s) which develop(s) lesson objective(s) Exceed expectations when using technique(s) which develop(s) lesson objective(s)  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA3 Uses a variety of teaching materials to achieve lesson objective(s) Does not use a variety of teaching materials Uses a variety of teaching materials Exceeds expectations when using a variety of teaching materials  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA2 Sequences lesson to promote learning Does not sequence lesson to promote learning Sequences lesson to promote learning Exceed expectations in effective sequencing of the lesson to promote learning
 
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA4 Adjusts lesson when appropriate Does not adjust lesson when appropriate Adjusts lesson when appropriate Exceeds expectations when necessary and appropriate to adjust lesson
 
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA5 Integrates technology into instruction Does not integrate technology into instruction Integrates technology into instruction Exceeds expectations when integrating technology into instruction  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIB1 Presents content at a developmentally appropriate level Does not present content at a developmentally appropriate level Presents content at a developmentally appropriate level Exceeds expectations in accommodating two or more developmental levels at the same time
 
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIB2 Presents accurate subject matter Does not present accurate subject matter Presents accurate subject matter Exceeds expectations when addressing subject matter related to, but outside the content level of lesson  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIB3 Relates relevant examples, unexpected situations, or current events to the content Does not relate relevant examples, unexpected situations, or current events to the content Relates relevant examples, unexpected situations, or current events to the content Exceeds expectations when relating relevant examples, unexpected situations, or current events to the content  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA Integrates content across the curriculum Does not integrate content across the curriculum Integrates content across the curriculum Exceeds expectations when integrating content across the curriculum  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIC1

Candidate models pedagogical content knowledge and skills, i.e., analogies, metaphors, experiments, and demonstrations to address the individual needs of students.
Does not accommodate individual differences as evidence of pedagogical content knowledge and skills. Accommodates individual differences as adequate evidence of pedagogical content knowledge and skills. Exceeds expectations when accommodating individual differences as clear and strong evidence of pedagogical content knowledge and skills.  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIC2 Demonstrates ability to communicate effectively with students Does not demonstrate ability to communicate effectively with students Demonstrates ability to communicate effectively with students Exceeds expectations when demonstrating ability to communicate effectively with students  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA (KSDs) Exhibits enthusiasm toward the subject content Does not exhibit enthusiasm toward the subject content Exhibits enthusiasm toward the subject content Exceeds expectations when exhibiting enthusiasm toward the subject content  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ):IIIC3 Stimulates and encourages higher order thinking at the appropriate developmental levels as evidence of candidate's pedagogical content knowledge and skills, i.e., analogies, experiments, and demonstrations.
Does not stimulate and encourage higher order thinking at the appropriate developmental levels as evidence of pedagogical content knowledge and skills.
Stimulates and encourages higher order thinking at the appropriate developmental levels as adequate evidence of pedagogical content knowledge and skills.
Exceeds expectations stimulating and encouraging higher order thinking at the appropriate developmental levels as clear and strong evidence of pedagogical content knowledge and skills.
 
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIC4 Uses effective questioning techniques Does not use effective questioning techniques Uses effective questioning techniques Exceeds expectations when using effective questioning techniques  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIC4 Utilizes appropriate motivational techniques Does not utilize appropriate motivational techniques Utilizes appropriate motivational techniques Exceeds expectations when utilizing appropriate motivational techniques  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIC4 Encourages student participation Does not encourage student participation Encourages student participation Exceeds expectations when encouraging student participation  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): IIIA2 Utilizes an effective lesson closure Does not utilize an effective lesson closure Utilizes an effective lesson closure Exceeds expectations when utilizing an effective lesson closure  
Instruction (LCET IIIA, B, & C, NCATE Standard 3.3, ISTE ): SPA Provides practice of skills 60% of class time for team sports, 50% for individual sports (Physical Education Instruction only)
Does not provide practice of skills 60% of class time for team sports, 50% for individual sports (Physical Education Instruction only)
Provides practice of skills 60% of class time for team sports, 50% for individual sports (Physical Education Instruction on Exceeds expectations by providing highly effective practice of skills  
Assessment (LCET IIID, NCATE Standard 3.3): IIID2 Develops well constructed assessment instruments Does not develop well constructed assessment instruments Develops well constructed assessment instruments Develops well constructed assessment instruments that address and accommodate the special needs of students in the classroom  
Assessment (LCET IIID, NCATE Standard 3.3): IIID1 & 2 Uses assessment technique(s) effectively Does not use assessment technique(s) effectively Uses assessment technique(s) effectively Exceed expectations using assessment technique(s) effectively  
Assessment (LCET IIID, NCATE Standard 3.3): IIID 1 & 2 Utilizes a variety of formal and informal assessment techniques to monitor student learning
Does not utilize a variety of formal and informal assessment techniques to monitor student learning
Utilizes a variety of formal and informal assessment techniques to monitor student learning
Exceeds expectations utilizing a variety of formal and informal assessment techniques to monitor student learning
 
Assessment (LCET IIID, NCATE Standard 3.3): IIID1 Consistently monitors ongoing performance of students Does not consistently monitor ongoing performance of students Consistently monitors ongoing performance of students Exceeds expectations in monitoring ongoing performance of students  
Assessment (LCET IIID, NCATE Standard 3.3): IIID3 Provides timely feedback to students regarding their progress Does not provide timely feedback to students regarding their progress Provides timely feedback to students regarding their progress Exceeds expectations when providing highly effective individualized constructive feedback  
Assessment (LCET IIID, NCATE Standard 3.3): IIID4 Interprets and utilizes standardized/non-standardized test results Does not interprets and utilize standardized/non-standardized test results Interprets and utilizes standardized/non-standardized test results Exceeds expectations interpreting and utilizing standardized/non-standardized test results  
Program Standards (KSDs): Establishes cooperative relationships with the supervising teacher, paraprofessional, parents, students, and other school personnel
Does not establish cooperative relationships with the supervising teacher, paraprofessional, parents, students, and other school personnel
Establishes cooperative relationships with the supervising teacher, paraprofessional, parents, students, and other school personnel
Exceeds expectations establishing cooperative relationships with the supervising teacher, paraprofessional, parents, students, and other school personnel
 
Program Standards (KSDs): Provides clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress, and ways they can assist learning. Does not provide clear and timely information to parents/caregivers Provides clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress, and ways they can assist learning. Exceeds expectations providing clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress, and ways they can assist learning.  
Program Standards (KSDs): Exhibits sensitivity to diverse community and cultural norms Does not exhibit sensitivity to diverse community and cultural norms Exhibits sensitivity to diverse community and cultural norms Exceeds expectations exhibiting sensitivity to diverse community and cultural norms  
Program Standards (KSDs): Shows awareness of professional organizations Does not show awareness of professional organizations Shows awareness of professional organizations Exceeds expectations showing awareness and participation in professional organizations  
Program Standards (KSDs): Observes and/or participates in team evaluations (IEP's etc.) (Special Education Only) Does not observe and/or participate in team evaluations (IEPs etc.) (Special Education Only) Observes and/or participates in team evaluations (IEPs etc.) (Special Education Only) Exceeds expectations in demonstrating a high level of participation in team evaluations(IEPs etc.)

 
Program Standards (KSDs): Professionalism (use Learning Facilitator KSDs inventory) Does not exhibit professionalism in accordance with KSDs Exhibits professionalism in accordance with KSDs Exceeds expectations in exhibiting professionalism in accordance with KSDs
 
Knowledge of Number and Operation: Candidates demonstrate computational proficiency, including a conceptual understanding of numbers, ways of representing number, relationships among number and number systems, and the meaning of operations. (NCTM 9) Candidate does not demonstrate the ability to: analyze and explain the mathematics that underlies the procedures used for operations involving integers, rational, real, and complex numbers; use properties involving number and operations, mental computation, and computational estimation; provide equivalent representations of fractions, decimals, and percents; create, solve, and apply proportions; apply the fundamental ideas of number theory; make sense of large and small numbers and use scientific notation; compare and contrast properties of number and number systems; represent, use, and apply complex numbers; recognize matrices and vectors as systems that have some of the properties of the real number system; or demonstrate knowledge of the historical development of number and number systems including contributions from diverse cultures.

Candidate demonstrate the ability to: analyze and explain the mathematics that underlies the procedures used for operations involving integers, rational, real, and complex numbers; use properties involving number and operations, mental computation, and computational estimation; provide equivalent representations of fractions, decimals, and percents; create, solve, and apply proportions; apply the fundamental ideas of number theory; make sense of large and small numbers and use scientific notation; compare and contrast properties of number and number systems; represent, use, and apply complex numbers; recognize matrices and vectors as systems that have some of the properties of the real number system; and demonstrate knowledge of the historical development of number and number systems including contributions from diverse cultures.

Candidate demonstrate, beyond expectation, the ability to: analyze and explain the mathematics that underlies the procedures used for operations involving integers, rational, real, and complex numbers; use properties involving number and operations, mental computation, and computational estimation; provide equivalent representations of fractions, decimals, and percents; create, solve, and apply proportions; apply the fundamental ideas of number theory; make sense of large and small numbers and use scientific notation; compare and contrast properties of number and number systems; represent, use, and apply complex numbers; recognize matrices and vectors as systems that have some of the properties of the real number system; and demonstrate knowledge of the historical development of number and number systems including contributions from diverse cultures.  
Knowledge of Different Perspectives on Algebra: Candidates emphasize relationships among quantities including functions, ways of representing mathematical relationships, and the analysis of change. (NCTM 10) Candidate does not demonstrate the ability to: analyze patterns, relations, and functions of one and two variables; apply fundamental ideas of linear algebra; apply the major concepts of abstract algebra to justify algebraic operations and formally analyze algebraic structures; use mathematical models to represent and understand quantitative relationships; use technological tools to explore algebraic ideas and representations of information and in solving problems; or demonstrate knowledge of the historical development of algebra including contributions from diverse cultures. Candidate demonstrates the ability to: analyze patterns, relations, and functions of one and two variables; apply fundamental ideas of linear algebra; apply the major concepts of abstract algebra to justify algebraic operations and formally analyze algebraic structures; use mathematical models to represent and understand quantitative relationships; use technological tools to explore algebraic ideas and representations of information and in solving problems; and demonstrate knowledge of the historical development of algebra including contributions from diverse cultures. Candidate demonstrates, beyond expectation, the ability to: analyze patterns, relations, and functions of one and two variables; apply fundamental ideas of linear algebra; apply the major concepts of abstract algebra to justify algebraic operations and formally analyze algebraic structures; use mathematical models to represent and understand quantitative relationships; use technological tools to explore algebraic ideas and representations of information and in solving problems; and demonstrate knowledge of the historical development of algebra including contributions from diverse cultures.

 
Knowledge of Geometries: Candidates use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and their properties. (NCTM 11) Candidate does not demonstrate the ability to: demonstrate knowledge of core concepts and principles of Euclidean and non-Euclidean geometries in two and three dimensions for both formal and informal perspectives; exhibit knowledge of the role of axiomatic systems and proofs in geometry; analyze characteristics and relationships of geometric shapes and structures; build and manipulate representations of two- and three- dimensional objects and visualize objects from different perspectives; specify locations and describe spatial relationships using coordinate geometry, vectors, and other representational systems; apply transformations and use symmetry, similarity, and congruence to analyze mathematical situations; use concrete models, drawings, and dynamic geometric software to explore geometric ideas and their applications in real-world contexts; or demonstrate knowledge of the historical development of Euclidean and non-Euclidean geometries including contributions from diverse cultures.

Candidate demonstrates the ability to: demonstrate knowledge of core concepts and principles of Euclidean and non-Euclidean geometries in two and three dimensions for both formal and informal perspectives; exhibit knowledge of the role of axiomatic systems and proofs in geometry; analyze characteristics and relationships of geometric shapes and structures; build and manipulate representations of two- and three- dimensional objects and visualize objects from different perspectives; specify locations and describe spatial relationships using coordinate geometry, vectors, and other representational systems; apply transformations and use symmetry, similarity, and congruence to analyze mathematical situations; use concrete models, drawings, and dynamic geometric software to explore geometric ideas and their applications in real-world contexts; and demonstrate knowledge of the historical development of Euclidean and non-Euclidean geometries including contributions from diverse cultures.


Candidate demonstrates, beyond expectation, the ability to: demonstrate knowledge of core concepts and principles of Euclidean and non-Euclidean geometries in two and three dimensions for both formal and informal perspectives; exhibit knowledge of the role of axiomatic systems and proofs in geometry; analyze characteristics and relationships of geometric shapes and structures; build and manipulate representations of two- and three- dimensional objects and visualize objects from different perspectives; specify locations and describe spatial relationships using coordinate geometry, vectors, and other representational systems; apply transformations and use symmetry, similarity, and congruence to analyze mathematical situations; use concrete models, drawings, and dynamic geometric software to explore geometric ideas and their applications in real-world contexts; and demonstrate knowledge of the historical development of Euclidean and non-Euclidean geometries including contributions from diverse cultures.

 
Knowledge of Calculus: Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a thorough background in techniques and application of the calculus. (NCTM 12) Candidate does not demonstrate the ability to: demonstrate a conceptual understanding of and procedural facility with basic calculus concepts; apply concepts of function, geometry, and trigonometry in solving problems involving calculus; use the concepts of calculus and mathematical modeling to represent and solve problems taken from real-world contexts; use technological tools to explore and represent fundamental concepts of calculus; or demonstrate knowledge of the historical development of calculus including contributions from diverse cultures.

Candidate demonstrates the ability to: demonstrate a conceptual understanding of and procedural facility with basic calculus concepts; apply concepts of function, geometry, and trigonometry in solving problems involving calculus; use the concepts of calculus and mathematical modeling to represent and solve problems taken from real-world contexts; use technological tools to explore and represent fundamental concepts of calculus; and demonstrate knowledge of the historical development of calculus including contributions from diverse cultures.

Candidate demonstrates, beyond expectation, the ability to: demonstrate a conceptual understanding of and procedural facility with basic calculus concepts; apply concepts of function, geometry, and trigonometry in solving problems involving calculus; use the concepts of calculus and mathematical modeling to represent and solve problems taken from real-world contexts; use technological tools to explore and represent fundamental concepts of calculus; and demonstrate knowledge of the historical development of calculus including contributions from diverse cultures.

 
Knowledge of Discrete Mathematics: Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution of problems. (NCTM 13) Candidates fail to apply the fundamental ideas of discrete mathematics in the formulation and solution of problems. (NCTM 13) Candidate demonstrates the ability to: demonstrate knowledge of basic elements of discrete mathematics such as graph theory, recurrence relations, finite difference approaches, linear programming, and combinatorics; apply the fundamental ideas of discrete mathematics in the formulation and solution of problems arising from real-world situations; use technological tools to solve problems involving the use of discrete structures and the application of algorithms; and demonstrate knowledge of the historical development of discrete mathematics including contributions from diverse cultures.

Candidate demonstrates, beyond expectation, the ability to: demonstrate knowledge of basic elements of discrete mathematics such as graph theory, recurrence relations, finite difference approaches, linear programming, and combinatorics; apply the fundamental ideas of discrete mathematics in the formulation and solution of problems arising from real-world situations; use technological tools to solve problems involving the use of discrete structures and the application of algorithms; and demonstrate knowledge of the historical development of discrete mathematics including contributions from diverse cultures.

 
Knowledge of Data Analysis, Statistics, and Probability: Candidates demonstrate and understanding of concepts and practices related to data analysis, statistics, and probability. (NCTM 14) Candidate does not demonstrate the ability to: design investigations, collect data, and use a variety of ways to display data and interpret data representations that may include bivariate date, conditional probability and geometric probability; use appropriate methods such as random sampling or random assignment of treatments to estimate population characteristics, test conjectured relationships among variables, and analyze date; use appropriate statistical methods and technological tools to describe shape and analyze spread and center; use statistical inference to draw conclusions from data; identify misuses of statistics and invalid conclusions from probability; draw conclusions involving uncertainty by using hands-on and computer-based simulation for estimating probabilities and gathering data to make inferences and conclusions; determine and interpret confidence intervals; or demonstrate knowledge of the historical development of statistics and probability including contributions from diverse cultures.

Candidate demonstrates the ability to: design investigations, collect data, and use a variety of ways to display data and interpret data representations that may include bivariate date, conditional probability and geometric probability; use appropriate methods such as random sampling or random assignment of treatments to estimate population characteristics, test conjectured relationships among variables, and analyze date; use appropriate statistical methods and technological tools to describe shape and analyze spread and center; use statistical inference to draw conclusions from data; identify misuses of statistics and invalid conclusions from probability; draw conclusions involving uncertainty by using hands-on and computer-based simulation for estimating probabilities and gathering data to make inferences and conclusions; determine and interpret confidence intervals; and demonstrate knowledge of the historical development of statistics and probability including contributions from diverse cultures Candidate demonstrates, beyond expectation, the ability to: design investigations, collect data, and use a variety of ways to display data and interpret data representations that may include bivariate date, conditional probability and geometric probability; use appropriate methods such as random sampling or random assignment of treatments to estimate population characteristics, test conjectured relationships among variables, and analyze date; use appropriate statistical methods and technological tools to describe shape and analyze spread and center; use statistical inference to draw conclusions from data; identify misuses of statistics and invalid conclusions from probability; draw conclusions involving uncertainty by using hands-on and computer-based simulation for estimating probabilities and gathering data to make inferences and conclusions; determine and interpret confidence intervals; and demonstrate knowledge of the historical development of statistics and probability including contributions from diverse cultures.

 
Knowledge of Measurement: Candidates apply and use measurement concepts and tools. (NCTM 15) Candidate does not demonstrate the ability to: recognize the common representations and uses of measurement and choose tools and units for measuring; apply appropriate techniques, tools, and formulas to determine measurements and their application in a variety of contexts; completes error analysis through determining the reliability of the numbers obtained from measures; or demonstrate knowledge of the historical development of measurement and measurement systems including contributions from diverse cultures.

Candidate demonstrates the ability to: recognize the common representations and uses of measurement and choose tools and units for measuring; apply appropriate techniques, tools, and formulas to determine measurements and their application in a variety of contexts; completes error analysis through determining the reliability of the numbers obtained from measures; and demonstrate knowledge of the historical development of measurement and measurement systems including contributions from diverse cultures.

Candidate demonstrates, beyond expectation, the ability to: recognize the common representations and uses of measurement and choose tools and units for measuring; apply appropriate techniques, tools, and formulas to determine measurements and their application in a variety of contexts; completes error analysis through determining the reliability of the numbers obtained from measures; and demonstrate knowledge of the historical development of measurement and measurement systems including contributions from diverse cultures.

 
Overall