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iRubric: EVALUATION OF STUDENT PERFORMANCE rubric

iRubric: EVALUATION OF STUDENT PERFORMANCE rubric

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EVALUATION OF STUDENT PERFORMANCE 
Rubric Code: G64A85
By tsoul11
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: 9-12

Powered by iRubric EVALUATION OF STUDENT PERFORMANCE
Uses a variety of informal and formal methods of assessments to measure student learning, growth of understanding, develop differentiated and enhanced learning experiences, and improve future instruction. Analyze data from assessments, draw conclusions, and shares them appropriately.
  EXEMPLARY

4 pts

PROFICIENT

3 pts

NEEDS IMPROVEMENT

2 pts

UNSATISFACTORY

1 pts

DATA COLLECTION

There is evidence of ongoing data collection of student performance for priority goals and objectives that accuratley convey the level of student achievement.
EXEMPLARY

Accurate data collection clearly conveys the level of student achievement. There is clear evidence that data collection is ongoing, timely, and sensitive to the individual learning needs of the student.
PROFICIENT

Data collection is ongoing and conveys the level of student achievement. There is some evidence that data collection is ongoing, timely, and sensitive to the learning needs of the individual student.
NEEDS IMPROVEMENT

Demonstrates little evidence of ongoing data collection that conveys student achievement. There is little evidence that data collection is ongoing, timely, or sensitive to the learning needs of the individual student.
UNSATISFACTORY

Does not demonstrate evidence of ongoing data collection that conveys student achievement. There is no evidence that data collection is ongoing, timely, or sensitive to the learning needs of the individual student.
CRITERIA

Posts clear criteria for proficient work, including rubrics and exemplars.
EXEMPLARY

Prepares high-quality diagnostic, spontaneous, interim, and summative assessments aligned to standards and learning goals to monitor student learning. High-quality exemplars of proficient work, including rubrics are always available.
PROFICIENT

Plans on-the-spot and unit assessments aligned to standards and learning goals, to measure student learning. Occasionally takes advantage of spontaneous opportunities to assess student learning. Occasionally, rubrics and exemplars are available.
NEEDS IMPROVEMENT

Drafts unit test as instruction proceeds rather than during initial curriculum planning. Relies on a narrow set of assessment strategies. Assessments do not always include rubrics or exemplars.
UNSATISFACTORY

Writes tests shortly before they are administered, after content has been taught. Relies only on traditional tests for assessment, often using pre made tests that are not aligned with instruction. Rubrics and exemplars are not provided.
FEEDBACK

Continuously checks for understanding and provides specific and helpful feedback to students.
EXEMPLARY

Provides timely feedback on student work that helps students understand what they need to do to improve in a specific area.
PROFICIENT

Provides timely feedback on student work that helps students understand what they did correctly.
NEEDS IMPROVEMENT

Provides feedback on student work, but it was not always timely, not always specific, or not always helpful.
UNSATISFACTORY

Provides little or no feedback on student work on a regular basis.
APPLICATION

Asks students to summarize what they have learned and apply what they learned in real life situations.
EXEMPLARY

Uses a variety of effective assessment methods to check for understanding; immediately adjusts instruction to address misconceptions and clarifies. Students can apply what they learned to real life situations.
PROFICIENT

Uses formative assessment to check for understanding and adjust instruction accordingly. Students can occasionally apply what they have learned to real life situations.
NEEDS IMPROVEMENT

Tries to check for understanding during instruction or uses assessments to monitor student learning, but does not adjust instruction effectively. Students have a vague ability to apply what they have learned to real life situations.
UNSATISFACTORY

Rarely checks for understanding or uses only summative assessments. Students cannot apply what they have learned to real life situations.
REFLECTION

Displays an ability to reflect on the effectiveness of teaching, lessons, and units and works to improve skill set
EXEMPLARY

Reflects on a daily basis on the effectiveness of lessons and units and regularly improves them; regularly reflects on classroom dynamics and relationships among students and families.
PROFICIENT

Frequently reflects on the effectiveness of lessons and units and typically attempts to improve them; occasionally reflects on classroom dynamics and relationships with students and families.
NEEDS IMPROVEMENT

Generally reflects on the effectiveness of instruction at the end of a teaching unit or semester but does not frequently refine instruction or consider classroom dynamics and relationships with students and families.
UNSATISFACTORY

Does not reflect on the effectiveness of instruction when teaching is unsuccessful and/or does consider consider classroom dynamics or relationships with students and families.
MODIFICATIONS

Uses data from assessments and standardized test scores to evaluate and modify instructional practices and curriculum.
EXEMPLARY

Regularly reflects upon assessments and standardized test scores to improve and modify lessons and/or units.
PROFICIENT

Frequently reflects upon assessments and standardized test scores to improve and modify lessons and/or units.
NEEDS IMPROVEMENT

Generally reflects upon assessments and standardized test scores to improve and modify lessons and/or units.
UNSATISFACTORY

Does not reflect upon assessments and standardized test scores to modify lessons and/or units.




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