Program Objective #1:
Students will demonstrate the ability to assess, diagnose, and develop instruction for individual (PreK-12) students at a variety of reading levels.
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Unacceptable |
Acceptable |
The student will:
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Demonstrate ability to assess students at a variety of reading levels
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Little or no evidence that the student can accurately identify student reading levels when using literacy assessment instruments. |
Clear and consistent evidence that the student can accurately identify student reading levels when using literacy assessment instruments |
Demonstrate ability to diagnose students at a variety of reading levels
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Little or no evidence that the student can accurately administer, score, and interpret the results of literacy assessment instruments. |
Clear and consistent evidence that the student can administer, score and interpret the results of a variety literacy assessment instruments. |
Demonstrate ability to develop and implement instruction for students at a variety of reading levels
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Little or no evidence that the student can develop an instructional literacy plan based on the results of assessment instruments. |
Clear and consistent evidence that the student can develop effective instructional literacy plans based on assessment data. |
The following rubric was revised Spring, 2003
Program Objective #2:
Students will use strategies to analyze, synthesize, and evaluate seminal research and original inquiry within the field of literacy.
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Unacceptable |
Acceptable |
A case method will be used.
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| Option 1: The student will be presented with a case study that focuses on a topical issue. The student will then use professional publications to access and recommend research-based evidence supporting best instructional practices. |
Little or no evidence that the student is able to clearly analyze a case study:
-The student does not identify the topic and/or problem presented
-The student does not identify the problem
-The student does not identify the relevant causes or solutions of the problem |
Clear and consistent evidence that the student is able to analyze a case study:
The student identifies the topic and/or problem presented
-The student identifies the problem
-The student identifies the relevant causes or solutions of the problem |
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Little or no evidence that the student is able to clearly analyze and synthesize seminal research:
-The student does not identify the focal points of a research report: problem, hypotheses, methodology, results, conclusions
-The student does not synthesize the results and conclusions in a logical manner that relates to supporting best instructional practice |
Clear and consistent evidence that the student is able to analyze and synthesize seminal research:
-The student identifies the focal points of a research report: problem, hypotheses, methodology, results, conclusions
-The student synthesizes the results and conclusions in a logical manner that relates to supporting best instructional practice |
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Little or no evidence that student is able to clearly evaluate seminal research:
-The student does not determine relevance of research to the case study
-The student does not evaluate validity of results |
Clear and consistent evidence that the student is able to evaluate seminal research:
The student determines relevance of research to the case study
-The student evaluates validity of results |
| Option 2: The student will use a case study created from original inquiry and substantiate the results of the study by linking with published research on the topic. |
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Program Objective #3:
Students will develop leadership skills as agents of literacy instructional change.
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Unacceptable |
Acceptable |
| The student will: |
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| Demonstrate ability to retrieve the current research and best practices in literacy instruction |
Little or no evidence that the student can demonstrate ability to access information sources and data bases to retrieve the current research and best practices in literacy instruction |
Clear and consistent evidence that the student can demonstrate an ability to access information sources and data bases to retrieve the current research and best practices in literacy instruction |
| Demonstrate ability to synthesize the current research and best practices in literacy instruction |
Little or no evidence that the student can synthesize research and information from various resources in a clear and coherent manner |
Clear and consistent evidence that the student is able to synthesize research and information from various resources in a clear and coherent manner |
| Demonstrate ability develop a position statement substantiated by a review of the literature. |
Little or no evidence that the student can demonstrate ability develop a position statement substantiated by a review of the literature. |
Clear and consistent evidence that the student is able to demonstrate ability develop a position statement substantiated by a review of the literature. |
| Demonstrate ability to develop and create an individual or group presentation or informational brochure supporting the position statement for a specific audience. |
Little or no evidence that the student can develop and create an individual or group presentation or informational brochure supporting the position statement for a specific audience. |
Clear and consistent evidence that the student is able to develop and create an individual or group presentation or informational brochure supporting the position statement for a specific audience. |
Program Objective #4:
Students will select and evaluate instructional strategies that exemplify effective instruction for a specific situation and reflect upon its impact on learners.
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Unacceptable |
Acceptable |
The student will demonstrate the ability to:
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| Select effective instructional strategies in a specific teaching situation. |
Little or no evidence that the student can select effective instructional strategies. |
Clear and consistent evidence that the student is able to select effective instructional strategies. |
| Evaluate effective instructional strategies in a specific teaching situation. |
Little or no evidence that the student can adequately evaluate effective instructional strategies. |
Clear and consistent evidence that the student is able to adequately evaluates effective instructional strategies. |
| Implement effective strategies in a specific teaching situation. |
Little or no evidence that the student can adequately implement effective strategies. |
Clear and consistent evidence that the student is able to adequately implements effective strategies. |