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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