07.++Rubric+for+Authentic+Assessment

Authentic Assessment Rubric Grade level Content Duration Content Standards – standards and elements match the content taught Essential Question – satisfies all five components  ||   The developer identifies all of the basic information; however, the essential question is not well developed. ||  The developer identifies most (3 – 4) of the required lesson plan basics. ||  The developer identifies a few (1 – 2) of the required lesson plan basics. ||  Provides useful and desired information for making instructional decision Clearly defines the roles of the teacher and students Has clear and concise directions Is doable based on available of time and other resources Is doable and challenging for students and teachers Is engaging (active, challenging, and interesting) for students Is scorable Provides consistent results over time and across groups  ||   The performance assessment satisfies 6-7 of recommended criteria. ||  The performance assessment satisfies 4 – 5 of the recommended criteria. ||  The performance assessment satisfies 1 – 3 of the recommended criteria. ||
 * ** CRITERIA  **  ||  **  4 – Highly Effective  **  ||  **  3 – Effective  **  ||  **  2 – Somewhat Effective  **  ||  **  1 – Not Effective  **  ||
 * Lesson Plan Basics ||   The developer identifies all basic information:
 * PreAssessment ||   The pre-assessment includes questions that address students’ pre-requisite skills, grade-level skills, and above-level content skills.   ||   The pre-assessment includes questions that address students grade-level and above-content level skills.   ||   The pre-assessment includes questions that measures grade-level content skills only.   ||   The pre-assessment includes questions that measure pre-requisite skills only.   ||
 * Differentiation ||   The developer identifies the differentiation strategy used including a rationale and how readiness, interests, or learning profiles may be used.   ||   The developer identifies the differentiation strategy used including a rationale, but does not include how readiness, interests, or learning profiles may be used.   ||   The developer identifies the differentiation strategy but does not include a rationale.   ||   The developer does not identify a differentiation strategy.   ||
 * Formative Assessment ||   The formative assessments chosen measure the students’ understanding of information, mastery of skills, response patterns, and assistance with adjusting instruction.   ||   The formative assessment chosen measures the students’ understanding of information and mastery of skills.   ||   The formative assessment measures the students’ understanding of information or mastery of skills.   ||   The formative assessment does not measure both students’ understanding of information and mastery of skills.   ||
 * Performance Assessment ||   The performance assessment: