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A rubric statement example for “Does Not Meet Standards”:

Is unable to recruit anyone to collaborate on completing even some part of an assignment in the project. The activities cited in the reflective journal summary report lack any clear leadership strategy for building a professional culture of collaboration that improves practices and student outcomes.

The final step is to determine criteria for exceptional performance (Exceeds Standards). In our example, the emphasis was placed on the results of the leadership strategy, i.e. greater involvement on the part of people in the workplace and actual experimentation and change on the part of participants.

A rubric statement example for “Exceeds Standards”:

Works with two or more peers in the workplace to complete the assignments in the project. The reflective journal summary report documents the development of a professional culture of collaboration and includes examples of changes in practice that resulted from teachers sharing information, analyzing student outcomes, and planning for improvement.

The use of a common template to organize student responses is strongly recommended. A template not only gives students an outline for presenting their work that aligns with the assessment rubric, it also makes evaluating the work easier for faculty. The template structure standardizes how students respond to the assignment and lets the assessor know where to look for evidence that key components were mastered.

The following example is a template intended to structure the reflective journal that faculty must review to evaluate student performance using the sample rubric developed above.

Assignment 1: Reflective Journal Summary Report Template

  1. Introduction and background information: A brief overview of your workplace and pertinent facts related to your efforts to recruit peers to participate in the project. (Basic school demographics, your role, the peer group you targeted, time spent, etc.)
  2. Description of the leadership strategy you used to engage others in improving professional practice to increase student learning, and your rationale.
  3. Narrative description of what happened. Briefly specify who was involved, the nature of the problem of practice you identified for this project, and what you were able to accomplish.
  4. Analysis and interpretation of what happened.
  5. Summary of overall meaning. (What is the significance of this experience? What did you learn?)

Step 6: define the assessment standards

This step addresses the program accountability question, “What level of performance is good enough?” The performance assessment and scoring rubric establishes a common frame of reference for professional competence but faculty must determine the knowledge and skill level required for mastery; i.e. when the performance meets expectations. To use Dr. Anderson’s example from Chapter X, this is similar to the decision that a driver’s training instructor must make when assessing a student’s readiness to acquire a license. The standards are transparent and well known but it is up to the instructor to judge when the student knows enough and possess at least the minimal skill level to ensure they will not be a danger to others on the road. In this context, “minimal” is a passing grade, essentially indicating that the student met the standard at an acceptable level and is deemed competent to engage in the practice.

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Source:  OpenStax, Performance assessment in educational leadership programs; james berry and ronald williamson, editors. OpenStax CNX. Sep 26, 2009 Download for free at http://cnx.org/content/col11122/1.1
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