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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
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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