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Rubric Evaluation


Evaluation Rubric:     GROUP CASE STUDY
1.   CONTENT (applies to Presentation plus Written report)                                                                    Nmae:   

      LEVEL 4
       LEVEL 3
     LEVEL 2
      LEVEL 1
Identification of the Main Issues/ Problems
Identifies & understands all of the main issues in the case study
Identifies and understands most of the main issues in the case study
Identifies and understands some of the issues in the case study
Identifies and understands few of the issues in case study

Analysis of the Issues

Insightful and thorough analysis of all the issues
Thorough analysis of most of the issues
Superficial analysis of some of the issues in the case
Incomplete analysis of the issues

 Comments on effective solutions/strategies  (The solution may be in the case already or proposed by you)


 Well documented, reasoned and pedagogically appropriate comments on solutions, or proposals for solutions, to all issues in the case study
 Appropriate, well thought out comments about solutions, or proposals for solutions, to most of the issues in the case study
 Superficial and/or inappropriate solutions to some of the issues in the case study
Little or no action suggested, and/or inappropriate solutions to all of the issues in the case study
Links to Course Readings and Additional Research
Excellent research into the issues with clearly documented links to class (and/or outside) readings
Good research and documented links to the material read
Limited research and documented links to any readings
Incomplete research and links to any readings

2.   PRESENTATION


      LEVEL 4
     LEVEL 3
      LEVEL 2
     LEVEL 1

Delivery and Enthusiasm

Very clear and concise flow of ideas.

Demonstrates passionate interest in the topic and engagement with the class.
Clear flow of ideas


Demonstrates interest in topic and engagement with the class.
Most ideas flow but focus is lost at times

Limited evidence of interest in and engagement with the topic
Hard to follow the flow of ideas.

Lack of enthusiasm and interest.

Visuals
Visuals augmented and extended  comprehension of the issues in unique ways
Use of visuals related to the material
Limited use of visuals loosely related to the material
No use of visuals. 
Staging
Uses stage effects, such as props, costumes, sound effects, in a unique and dramatic manner that enhances the understanding of the issues in the case study
Uses stage effects, such as props, costumes, sound effects, in an effective manner to extend understanding of the issues in the case study
Limited use of stage effects, and/or used in a manner that did not enhance the understanding of the issues in the case study.
No use of stage effects
Involvement of the class:
-Questions
-Generating discussion
-Activities
Excellent and salient discussion points that elucidated material to develop deep understanding

Appropriate and imaginative activities used to extend understanding in a creative manner
Questions and discussion addressed important information that developed understanding

Appropriate activities used to clarify understanding
Questions and discussion addressed surface features of the topic

Limited use of activities to clarify understanding
 Little or no attempt to engage the class in learning
Response to Class Queries



July 6, 2004
Excellent response to student comments and discussion with appropriate content supported by theory/research
Good response to class questions and discussion with some connection made to theory/research
Satisfactory response to class questions and discussion with limited reference to theory and research
Limited response to questions and discussion with no reference to theory/research
                      

Evaluation Rubric:     CREATE YOUR OWN CASE STUDY


1.   CASE STUDY of an incident from your practicum placement                          Name:

      LEVEL 4
       LEVEL 3
        LEVEL 2
     LEVEL 1
Context and Background Information
The episode is clearly situated with the appropriate details e.g. grade level, subject being taught etc.
The episode is situated with most of the appropriate details
The episode has few of the appropriate details
No context or background information
Content
Incidents are interesting and realistically portrayed
Incidents are interesting but not realistically portrayed
Incidents are realistically portrayed but not interesting.
Incidents are neither interesting, nor realistically portrayed.
Writing Skills
Writing is totally free of errors

Report of the episode is very concise
  There are occasional errors.


Report could be tightened a little
There are more than occasional errors

 Report could be tightened quite a lot
 Errors are frequent 


Report of the episode is extremely long-winded.
Format
Format is appropriate and enhances the understanding of the critical episode in a creative and dramatic manner throughout the case
Format is appropriate and enhances the understanding of the critical episode in dramatic manner for most the case
Format is appropriate and enhances the understanding of the critical episode some of the time
Format is appropriate but seldom enhances the understanding of the critical episode



2.   ANALYSIS: Making connections from theory/evidence to your practice

      LEVEL 4
       LEVEL 3
     LEVEL 2
      LEVEL 1
Identification of the Main Issues/ Problems
Identifies, labels and understands five to seven main issues from five to seven different chapters, and the problems/questions are all relevant and diverse.
Identifies, labels and understands four of the main issues from four of the chapters, and the problems/questions are mostly relevant and diverse.
Identifies, labels and understands three of the issues from three of the chapters, and the  problems/questions are somewhat relevant and diverse.
Identifies, labels and understands two of the issues from two of the chapters, and the problems/questions are relevant and diverse.
Analysis of the Issues
Insightful and thorough analysis of all the problems/questions
Thorough analysis of most of the problems/questions
Superficial analysis of some of the problems/ questions in the case
Incomplete analysis of the problems/questions
Comments on effective solutions  (Solution in the case already or proposed by you)

Well documented, reasoned and pedagogically appropriate comments on solutions to all problems/questions
Appropriate, well thought out comments on solutions to most of the problems/questions
Superficial comments about solutions to some of the problems/ questions
Superficial comments and at times inappropriate solutions to some of the problems/ questions
Links to Course Readings and Additional Research
Excellent research into the problems/questions with clearly documented links to the material read in class and possibly additional material

Good research and documented links between the problems/ questions and the material read
Limited research and links between the problems/questions and the material read in class
Incomplete research and links between the problems/questions the material read in class


KNOWLEDGE FORUM DISCUSSION                                                                                          Name:



      LEVEL 4
     LEVEL 3
      LEVEL 2
     LEVEL 1

Conceptual Understanding

Demonstrates a clear and deep understanding of the theory and the “big ideas” presented in the chapter.

Demonstrates clear understanding of the ideas presented in the theory presented in the chapter.
Demonstrates limited/surface understanding of the theory presented.
Demonstrates superficial  understanding of the theory.
Identifies Issues/Problems
(if applicable)
Demonstrates a clear and deep understanding of an issue/problem in the case study.

Demonstrates deep understanding of an issue/problem in the case study.
Demonstrates limited/surface understanding of an issue/problem in the case study.
Demonstrates superficial understanding of an issue/problem in the case study.
Connections:  Theory and Practice
Makes appropriate, insightful and powerful connections between the issue/problem and the theory.

Makes appropriate and insightful connections between the issue/ problem and the theory.
Makes appropriate but somewhat vague connections between the issue/problem and the theory.
Makes little or no connection between the issue/problem and the theory.
Referenced Sources
Accurately and precisely integrates conceptual material from the text.
Uses specific concepts and terms extensively with page numbers references.

Accurately integrates conceptual material from the text.

Specifically uses some concepts and terms with page numbers references.
Limited integration of the conceptual material from the text.

Limited use of concepts and terms from the chapter with page number references.
Integrates few or no concepts from the chapter.

Very limited use of concept and terms from the chapter.
Recommendations




Makes realistic, appropriate and insightful recommendations clearly supported by the information presented and the theory from the chapter.

Makes realistic and appropriate recommendations clearly supported by the information presented and the theory from the chapter.
Makes realistic or appropriate recommendations supported by the information presented and the theory from the chapter.
Makes realistic or appropriate recommendations with limited support from the information presented and the theory from the chapter.
Assumed a Variety of Roles
Demonstrated leadership and initiative.
Took on a variety of roles including leadership.
Fulfilled a supportive role.
Demonstrated limited engagement.


Writing Skills
Writing is totally free of grammar and spelling errors.

Clear and concise presentation of ideas.
There are occasional spelling errors.


Clear presentation of ideas
There are more than occasional spelling errors.

Most ideas are presented clearly.
Spelling errors are frequent 


Hard to follow the ideas.

    

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