The Scoring Rubric

Candidates must earn a 3 or 4 to successfully complete Task 3.  Scores of 2 or 1 are not acceptable and students will be required to complete a remediation process if the TPA is not successfully completed on the first attempt.

Score Level 4.  The response provides evidence that clearly, consistently, and convincingly demonstrates the teacher candidate’s ability to select a developmentally-appropriate assessment, based on state-adopted  academic content standards for students or state-adopted  framework, to measure student learning; plan its implementation; learn about students and make adaptations to the plan based on that information to meet student needs; analyze student evidence and the assessment;  and reflect on the assessment experience.  The preponderance of evidence provided for each of the following domains is appropriate, relevant, accurate, and clear or detailed.  Evidence is purposefully connected and reinforced across the response.

Planning instruction and Designing Learning experiences for students                          tpe 8, 9

The candidate learns about her or his students and uses this information to plan assessment, as evidenced by:

·         establishing  clear and  appropriate  goals for  student  learning, based  on  state-adopted academic content standards for students or state-adopted framework

·         obtaining  detailed  and  relevant information  about  selected  students  such  as linguistic background;  academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests

·         planning a relevant and appropriate assessment in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students or state-adopted framework

·         appropriately adapting the selected assessment to assist students to achieve learning goals and meet all students’ needs

Engaging and supporting students in Learning                                                                         tpe 6, 7

The candidate uses and adapts strategies for assessment, as evidenced by:

·         using relevant and developmentally-appropriate assessment practices

·         making relevant and appropriate plans for students who have special needs or abilities

·         drawing  upon detailed and relevant information about students’  backgrounds  and prior learning, including students’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning assessment, and allowing students to express meaning, including in their first language

·         knowing and applying relevant and appropriate instructional practices for English Language Development

Assessing student Learning                                                                                                            tpe 3

The candidate uses assessment to obtain information about student learning and to plan further instruction, as evidenced by:

·         using assessment results accurately and appropriately to determine student progress and to plan instruction

·         providing detailed and accurate feedback to students and/or to their families about student academic strengths and areas for growth in relation to the learning goals

Developing as a professional educator                                                                                         tpe 13

The candidate reflects on the assessment experience and student learning, as evidenced by:

·         providing detailed and relevant reflection and feedback on the results of the assessment and adaptations made in order to improve assessment skills and teaching effectiveness

FOR the Level 2 or 1 rubric review the TPA candidate handbook.  A score of 1 or 2 is not acceptable for UOPX requirements and will require remediation and an attempt at resubmitting the TPA task 3.  Candidates must earn a 3 or 4 to successfully complete Task 3.