The Comprehensive Assessment Model Performance Task Holistic Rubric

SED335 Fall 2015

Content

Distinguished
200

Mastery
180

Proficient
160

Emerging
140

Below Basic
0

Distinguished work is demonstrated

in all concepts as evidenced in the
following:

An in-depth definition of a
comprehensive assessment
plan

Discussion on recent
assessment initiatives with
resources and scholarly articles
including their personal
summarization from the Round
Table Discussions

RTII process explanation and

artifacts for each tier

Samples of assessment apps

and web 2.0 resources
(Pinterest)

More than two lesson plans

that demonstrate knowledge of
how to use SAS and how to
download assessments,
resources, plans

More than two lesson plans

that you have created ON
YOUR OWN

More than two (each)

assessments created by you for
your content area that are
formative, summative, and
informal

More than three (total)

assessments of the above types
that are differentiated

In-depth definitions of
diagnostic, benchmark,
formative, summative
assessments

A sample of each of the

assessment types listed above

A detailed analysis and

interpretation of how you
would utilize diagnostic
assessment results

A detailed analysis and

interpretation of how you
would utilize benchmark
assessment results

A detailed analysis and

interpretation of how you
would change instruction for a
student who is not
demonstrating mastery of

Mastery of all concepts is evident in

the following:

An in-depth definition of a
comprehensive assessment
plan

Discussion on recent
assessment initiatives with
resources and scholarly articles
including their personal
summarization from the Round
Table Discussions

RTII process explanation and

artifacts for each tier

Samples of assessment apps

and web 2.0 resources
(Pinterest)

At least two lesson plans that

demonstrate knowledge of how
to use SAS and how to
download assessments,
resources, plans

At least two lesson plans that

you have created ON YOUR
OWN

At least two (each) assessments

created by you for your content
area that are formative,
summative, and informal

At least three (total)

assessments of the above types
that are differentiated

In-depth definitions of
diagnostic, benchmark,
formative, summative
assessments

A sample of each of the

assessment types listed above

A detailed analysis and

interpretation of how you
would utilize diagnostic
assessment results

A detailed analysis and

interpretation of how you
would utilize benchmark
assessment results

A detailed analysis and

interpretation of how you
would change instruction for a
student who is not
demonstrating mastery of
concepts

A detailed analysis and

Proficient grasp of all concepts is evident in

the following:

An in-depth definition of a
comprehensive assessment plan

Discussion on recent assessment

initiatives with resources and
scholarly articles including their
personal summarization from the
Round Table Discussions

RTII process explanation and artifacts

for each tier

Samples of assessment apps and web

2.0 resources (Pinterest)

Two lesson plans that demonstrate

knowledge of how to use SAS and
how to download assessments,
resources, plans

Two lesson plans that you have

created ON YOUR OWN

Two (each) assessments created by

you for your content area that are
formative, summative, and informal

Two assessments of the above types

that are differentiated

In-depth definitions of diagnostic,

benchmark, formative, summative
assessments

A sample of each of the assessment

types listed above

Your interpretation of how you would

utilize diagnostic assessment results

Your interpretation of how you would

utilize benchmark assessment results

Your interpretation of how you would

change instruction for a student who
is not demonstrating mastery of
concepts

Your interpretation of how you will

weight grades and what you will
evaluate

Assessment articles you have found

on your own that will support you
when you are evaluating your own
students

A student whose work demonstrates

Emerging has not demonstrated many of
the following concepts either because the
elements are not present in the CAM or
are irrelevant/inaccurate/copied and
pasted from another source:

An in-depth definition of a
comprehensive assessment plan

Discussion on recent assessment

initiatives with resources and
scholarly articles including their
personal summarization from the
Round Table Discussions

RTII process explanation and

artifacts for each tier

Samples of assessment apps and

web 2.0 resources (Pinterest)

Two lesson plans that demonstrate

knowledge of how to use SAS and
how to download assessments,
resources, plans

Two lesson plans that you have

created ON YOUR OWN

Two (each) assessments created by

you for your content area that are
formative, summative, and
informal

Two assessments of the above

types that are differentiated

In-depth definitions of diagnostic,

benchmark, formative, summative
assessments

A sample of each of the assessment

types listed above

Your interpretation of how you

would utilize diagnostic assessment
results

Your interpretation of how you

would utilize benchmark
assessment results

Your interpretation of how you

would change instruction for a
student who is not demonstrating
mastery of concepts

Your interpretation of how you will

weight grades and what you will
evaluate

Assessment articles you have found

on your own that will support you
when you are evaluating your own
students

Most of the elements are missing or

cut and pasted using others work.
There is little individual proof of a
basic comprehension of the
assessment process, terms, and use.
This performance task model
demonstrates little to no grasp of the
following concepts in this course:

An in-depth definition of a
comprehensive assessment plan

Discussion on recent assessment

initiatives with resources and
scholarly articles including their
personal summarization from the
Round Table Discussions

RTII process explanation and

artifacts for each tier

Samples of assessment apps and

web 2.0 resources (Pinterest)

Two lesson plans that

demonstrate knowledge of how
to use SAS and how to
download assessments,
resources, plans

Two lesson plans that you have

created ON YOUR OWN

Two (each) assessments created

by you for your content area that
are formative, summative, and
informal

Two assessments of the above

types that are differentiated

In-depth definitions of
diagnostic, benchmark,
formative, summative
assessments

A sample of each of the

assessment types listed above

Your interpretation of how you

would utilize diagnostic
assessment results

Your interpretation of how you

would utilize benchmark
assessment results

Your interpretation of how you

would change instruction for a
student who is not
demonstrating mastery of
concepts

Your interpretation of how you

will weight grades and what you
will evaluate

Creativity

Impact

Polish

concepts
A detailed analysis and
interpretation of how you will
weight grades and what you
will evaluate
Assessment articles you have
found on your own that will
support you when you are
evaluating your own students

interpretation of how you will

weight grades and what you
will evaluate
Assessment articles you have
found on your own that will
support you when you are
evaluating your own students

This Distinguished work could be

given to any school district as a
training model for their teachers
and/or parents. It is an in-depth
explanation and example of a
Distinguished work of art. AND,
this is the most important element in
the evaluation of this CAM, the
student can easily teach these
concepts and has no hesitation in
answering questions or explaining
each of the elements learned. This
is publishable work; there is no
question that this student has
mastered the objectives of this
course.

Mastery work could be given to any

school district as a training model
but first has some errors to be fixed.
It is an in-depth explanation AND this is the most important element in
the evaluation of this CAM - the
student can easily teach these
concepts and has no hesitation in
answering questions or explaining
each of the elements learned. There
is no question that this student has
mastered the objectives of this
course. The difference between the
Distinguished and Mastery
categories is in the amount/type of
minor errors.

The CAM is presented in an

extremely creative manner, using an
iMovie, iBook, or iTunes course as
the vehicle; the technique for
teaching is polished and uses an
interesting format such as a case
study that follows one student
through his/her assessment plan.
The CAM has an immediate impact
on the audience: information,
graphics, and the authors writing
style all have flair that contribute to
the overall design of the CAM.
Many of the graphic/photography
are the authors own work and not
copied from other sources.
There are no errors in grammar,
conventions, or content. Sentence
formation is professional; scholarly
words are used. All works every
single one, including illustrations,
information, articles, graphs, and
pictures - are accurately cited.
The writing is clearly of a scholarly
nature; the work is completely free

The CAM is presented in a creative

manner; e.g., iBook, iMovie, or
iTunes course as the vehicle. The
technique for teaching is polished
and uses an interesting format such
as a case study that follows one
student through his/her assessment
plan.
The CAM is designed with
imagination and has presence.
Each page has a different graphic
(cited) or possesses original graphic
work. The information and the
authors writing style clearly
articulate purpose and authenticity of
individual work.
There are few errors in grammar,
conventions, or content. All works
every single one including
illustrations and pictures - are
accurately cited. The writing is of a
scholarly nature and demonstrates
mastery of Informational Literacy
skills

Assessment articles you have

found on your own that will
support you when you are
evaluating your own students

The Emerging student has difficulty

teaching the concepts and, when asked,
cannot explain various concepts nor
apply them to classroom learning.
Content has numerous errors, artifacts
are missing; dubious assessment results
are posted.
Much of the work is cut and pasted or
is a work-for-word summary of what
others discussed in class. There is little
analysis and interpretation of the
assessment process in the students own
words and, this is very important. If a
student cannot speak it, s/he does not
know it.
There is evidence that this student has
not mastered the objectives of this
course through demonstration and
application (not memorization of
facts). This student is still Emerging
in his/her understanding, application,
and extension of knowledge regarding
assessment practices.
The CAM demonstrates little creativity
and merely regurgitates information. It
uses graphics with few variations in its
presentation. Weebly or a like website,
is used as the presentation vehicle.

The Below-basic CAM is unsuitable

for publication. When questioned, the
student cannot explain the concepts,
cannot apply them to classroom
learning nor give accurate examples
of each. This student cannot create a
reliable and valid assessment, cannot
differentiate assessments/instruction
and has little/no insight on recent
assessment initiatives. It is
recommended that this student retake
Assessment in order to accurately
evaluate future students work.

The CAM is designed using the traditional,

website free models. Graphics are the
same on most pages; variations in page
presentation are rare. Though the CAM has
accurate information, it lacks a design
element that would make it stand out.
There is some evidence of cut/paste.

Graphics are from websites with most

citations not present.

There is no impact.

There are several errors in grammar,

conventions, or content. Works are cited
including graphics, illustrations, and
pictures. Wording and sentence structure
demonstrate a proficient use of
informational literacy skills.

Numerous errors interfere with

understanding and flow. Writing style
and word choice are elementary.

Errors, errors, errors! Works are not

cited or are inaccurate.

Proficient work demonstrates an

understanding of the work with some minor
errors in information, content,
conventions/grammar, and sentence
structure formation. The student can answer
questions regarding assessment practices
but needs some clarification on a few
elements. In other words, the proficient
student still needs to use his/her notes when
discussing assessment practices and/or
when creating assessment instruments.
The difference between Mastery and
Proficient is in the sophistication of the
authors own wording, sentence
structure, creativity, impact, and polish.

The CAM is presented in a somewhat

creative manner; mostly relies on written
work or graphics with few variations in its
presentation. Weebly or a like website, is
used as the presentation vehicle.

This is not a performance task; it is a

regurgitation of material and is messy.

Points

of error and demonstrates a mastery

of Informational Literacy skills.
200

180

160

140