SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES MIDDLE LEVEL AND SECONDARY

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each students strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:
The candidate uses multiple assessment strategies and approaches aligned with learning goals to
assess student learning before, during and after instruction.
The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.
The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.
The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.
The candidate reflects on his or her instruction and student learning in order to improve teaching
practice.
The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.

Revised 2015

EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE MIDDLE LEVEL AND SECONDARY
Section I:
Candidate: Kayla Sanderson

Cooperating Teacher:

District:

School: Bethune-Bowman Middle

OCSD5

Subject: Mathematics

Woods

Academic Year: Fall 2016

Grade Level: 7 & 8 Grade

Dates of unit: from October 28, 2016 to November 18, 2016

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3)
any other special features or important information that you included in your Long Range Plan as you described your
students.

Description of Students: 1st Block

Factors
(e.g. gender, SES, reading levels, disabilities, ethnicity,
student interest, and other relevant factors, etc.)
Gender

Description
(of your findings in terms of your students)

Female- 10

STAR Data Percentages

Male- 8

Percentile
< 25th
10
25th to 49th
6
50th to 74th
2
>74th
0
Mean Grade Equivalent: 4.9
*Table inserted at the bottom*

MAP Math
MAP Reading
MAP Language Usage
Ethnicity

African American Female- 9

Biracial Female - 1
African American Male- 6
Hispanic/Latino Male- 2

Student Learning Style Inventory

Visual- 60%
Auditory- 15%
Tactile- 20%
Visual/Auditory- 5%
Visual/Tactile- 0%
Evenly Distributed- 0%
Description of Students: 2nd Block

Factors
(e.g. gender, SES, reading levels, disabilities, ethnicity,
student interest, and other relevant factors, etc.)

Description
(of your findings in terms of your students)

Gender

Female- 8
Male- 12

STAR Data Percentages

MAP Math

Revised 2015

MAP Reading
Language Usage

MAP

Percentile
< 25th
10
25th to 49th
5
50th to 74th
4
>74th
0
Mean Grade Equivalent: 4.5
*Table Inserted at the bottom*

Ethnicity

Student Learning Style Inventory

African American Female- 7

Caucasian Female- 1
African American Male- 11
Hispanic/Latino Male- 1
Visual- 38%
Auditory- 19%
Tactile- 14%
Visual/Auditory- 19%
Visual/Tactile- 5%
Evenly Distributed- 5%

Section III:

Contextual Factors: Describe the contextual factors, including the (1) relevant
student characteristics from Section II, as well (2) as other factors related to the community,
district, school, classroom or students, that are likely to impact instruction and/or student
learning with regard to the selected instructional unit. Include a (3) description of the ways in
which each of these factors will be taken into consideration during unit planning and
instruction.
In my first block mathematics class, I have eight males and 10 females. In my second
block mathematics class, I have eleven males and nine females. In total, there are 16 African
American females, one Caucasian female, one biracial female, 17 African American males, and
three Hispanic males. This information came from my classroom observations as well as a class
roster. The average reading level for the two eighth grade classes is 4.9. This information came
from the 2016-2017 STAR scores. In my first block class I have three students with IEPs. I was
not told any specific disabilities but two of the students are to be given extra time if needed,
oral reading, use of a calculator, and given a small group setting. The other student is an
English Language Learner. His oral skills are better than his writing skills. He also needs oral
reading, a small group setting, and provided the use of a calculator. In my second block class,
one of my students has a vision impairment where he needs to be seated at the front of the
classroom and the worksheets or notes to be given to him in a bigger text size. The other three
in my second block class are to be given extra time if needed, oral reading, use of a calculator,
and given a small group setting. This information came from my cooperating teacher as she
was provided the information from the resource teacher.
The males interests are mostly in sports (specifically basketball and football) band,
playing video games, and reading. The females interests are reading, shopping/fashion, and
sports (specifically cheerleading, band, volleyball, and basketball). This information came from
my observation and the school activities the students are involved in.
A major factor that is likely to impact instruction and/or student learning is the students
live in a rural community and they may not have the base knowledge needed for understanding
and relating to the real world application of mathematics. All of the students are provided with
a laptop to take home and to use while at school. Many of them do not have internet access at
home.

Revised 2015

During unit planning and instruction, I will try to use analogies and situations that I feel
will allow students to relate to the mathematical concepts that will be presented. Because

Section IV: The Unit Plan

Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Correlated
Standards/Expectations

Unit Objectives
Content or Cognate 1

Mathematics
8.GM.6 Use models to demonstrate a
proof of the Pythagorean Theorem
and its converse.
The students will apply the
Pythagorean Theorem to compute
the missing measurement of a right
triangle.

Objective 1:

8.GM.7 Apply the Pythagorean

Theorem to model and solve real
world and mathematical problems in
two and three dimensions involving
right triangles.
The students will apply the
Pythagorean Theorem to solve real
world application problems.

Objective 2:

Section IV B: Instructional Plan

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the
unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional
technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that
are addressed.
SUBJECT: Content or Cognate 1

Unit Title:

Length:

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources
Verifying the Pythagorean Theorem
Pre Test
Verifying the Pythagorean Theorem Activity
Applying the Pythagorean Theorem Formula
Find the missing side by using the Pythagorean Theorem Formula
Read Whats Your Angle Pythagoras? and 4 question quiz
Team Pair Solo Activity
Pythagorean Theorem Worksheet (Application and Computation)
Applying the Pythagorean Theorem to Solve Real World Problems
Pythagorean Theorem Worksheet (application, computation, and word problems)

Revised 2015

Timeline
October 28, 2016 October 31,
2016

Unit Objective
Number(s)
1

November 1, 2016- November 2,

2016

November 3, 2016- November 11,

2016

1, 2

Real World Application Worksheet

Gallery Walk
Quiz on Pythagorean Theorem (application, computation, and word problems)
Post Test
Common Assessment #3

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level
academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss
the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students
characteristics, needs and learning contexts.
The instructional plan establishes a balance between grade-level academic standards and expectations and the
needs, abilities and developmental levels of individual students by aligning to the state standards. Instruction is adjusted for
individual needs based on my knowledge of student abilities. The balance is created so that instruction is delivered in the
best way for students, yet still allows mastery of academic standards. From observing my teacher, she does a great job of
varying the level of instruction to suit the learners. Although, in the beginning of my student teaching I was not varying the
level of instruction, now I am.
For students with varying levels, I like to use cooperative learning groups, extra time on assignments, calculator
usage, or giving step-by-step instructions. I also check for understanding with questions using a biased method where
students are chosen at random (pulling sticks). This allows me to see which students are grasping the concept and those
who I need to remind them or revisit that specific topic.
When designing lesson plans, I consider my students depth of knowledge, ability to comprehend and make
connections across the curriculum, and the students interest. I also try to relate to the students so they will retain the
information better. For an example, during the review I had the students jumping rope and balancing on one foot because I
know my students are athletic and are interested in competing.

Section V A: Unit Assessments - List the key unit assessments.

Key Unit Assessments

Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each teacher
Available

made assessment must be

attached to this plan.)

Formative assessments: questioning and checking for

understanding and homework
Pre and Post Test: Same test; Pre Test given the first day
before teaching the unit. Post Test given on the last day
when the unit is over.
Quiz

Summative Assessment (Common Assessment): these

are given at the conclusion of a unit.

Revised 2015

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all
students? (2) How did you use your prior understanding of students skills to plan your instruction?
The questions serve as an anticipatory set to get the students mind thinking about the lesson for the day. The Pre and Post
Test was created by Ms. Woods and myself. We pulled eight key terms from the unit and four examples; two of which they
were given a picture of a triangle and had to solve for the missing side using the Pythagorean Theorem and two real world
application examples where they had to draw a picture and then solve for the missing side using the Pythagorean Theorem.
This was valid for all students because it covered the objectives they would be learning during the unit. The Quiz was given
about 5 days after being introduced to the Pythagorean Theorem. This allowed me to see how the students were progressing
and served as a way for me to see where the students were making mistakes so I could cover it during the lesson. The
Common Assessment was created by Ms. Woods through the Mastery Connect Software. The software checks the
assessment to make sure all the standards that need to be covered are included on the test.

Section V B: Other Assessments (1) Describe and attach the assessments for each unit objective. (2) Include
descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe
and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4)
Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments
Content/Cognate 1
Unit Objective 1:
Pre-Assessment(s)
Pre Test

Formative Assessment(s)
Quiz
Activity (Verifying)
Group Activity (Team Pair Solo)

Summative Assessment(s)
Common Assessment #3

Revised 2015

Accommodations
-Oral reading
-Extra time to complete
assignments and assessments
-Calculator usage
-Small group instruction
-Copy of Notes where applicable
-Oral
Reading
of
Lesson
Materials/Assessments

-Oral reading
-Extra time to complete
assignments and assessments
-Calculator usage
-Small group instruction
-Copy of Notes where applicable
-Oral Reading of Lesson
Materials/Assessments
-Oral reading
-Extra time to complete
assignments and assessments
-Calculator usage
-Small group instruction
-Copy of Notes where applicable
-Oral
Reading
of
Lesson
Materials/Assessments

Evaluation Criteria
Each key term has a rating of 1-4.
1- Never heard the term
2- Ive seen or heard of the
term
3- I think I know the term
4- I know and can explain
the term.
The four examples are worth 10
points each. Two of which the
students had to solve for the
missing side and two real world
application problems. The score
was out of 72. Example: 72/72
being a 100.
-Quiz had 8 examples. Each
example was worth 12.5 points a
piece.
-Activity (Verifying) and Team Pair
Solo: These activities were
graded on completion, effort and
correctness.
CA #3- 20 Multiple Choice
questions. Each question was
worth 5 points a piece.
(Only one summative assessment
for the unit).

Unit Objective 2: Pre-Assessment(s)

Formative Assessment(s)
Pythagorean Theorem Worksheet
Real World Application Worksheet
Gallery Walk

-Oral reading
-Extra time to complete
assignments and assessments
-Calculator usage
-Small group instruction
-Copy of Notes where applicable
-Oral
Reading
of
Lesson
Materials/Assessments

-Oral reading
-Extra time to complete
assignments and assessments
-Calculator usage
-Small group instruction
-Copy of Notes where applicable
-Oral
Reading
of
Lesson
Materials/Assessments

Summative Assessment(s)
Common Assessment #3
(CA#3)

-Oral reading
-Extra time to complete
assignments and assessments
-Calculator usage
-Small group instruction
Revised 2015

Each key term has a rating of 1-4.

1- Never heard the term
2- Ive seen or heard of the
term
3- I think I know the term
4- I know and can explain
the term.
The four examples are worth 10
points each. Two of which the
students had to solve for the
missing side and two real world
application problems. The score
was out of 72. Example: 72/72
being a 100.
Pythagorean Theorem
Worksheet: 16 problems: 4 were
finding the missing side, 5 were
given two of the sides and had to
draw their own triangle and then
solve for the missing side. The
last 7 were real world application
problems where the students had
to draw their own picture.
Real World Application
Worksheet: 7 world problems
where students had to draw a
picture/triangle to be able to solve
for the missing side. Graded for
correctness and drawing the
corresponding picture/triangle
Gallary Walk- the students were
graded based on their
participation with their group
members as well as what they
contributed to the answer.
Students were given 0-4.
0-Unsatisfactory- No Attempt
1-Unsatisfactory- Little Attempt
2-Marginal- Partial
Accomplishment
3- Proficient- Substantial
Accomplishment
4-Excellent- Full Accomplishment
CA #3- 20 Multiple Choice
questions. Each question was
worth 5 points a piece. (Only one
summative assessment for the
unit).

-Copy of Notes where applicable

-Oral
Reading
of
Lesson
Materials/Assessments
Section V C: Data Analysis: After administering the pre-assessment(s), (1) analyze student performance relative to the
unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the preassessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize
the results of the pre-assessment(s) and describe the implications of these results on instruction.

After administering the pre-assessment, I was able to see that the students did not have any prior
knowledge about the Pythagorean Theorem. I expected this because the Pythagorean Theorem is an eighth
grade standard. Pretests are important because not only do they give the teacher insight into students
background knowledge, it also gives the students an idea of what will be covered during the unit.

Revised 2015

Pre and Post Test for 1st Block

120
93 93
85

100
80

80

Scores

60
40

99
90

85
81

97 95 93
90
85 82
85
80
75
75

70

65
55
49

40
28

20

25

25

24

35

31

35

30

30
17

11

70
70

60

56

24

90 90 89
85 86

10

11

12

39
26

13

18

14

20

15

16

28

17

18

Student
Pre Test

Post Test

CA #3

Chart Title
120
100

100 100
85

99

85 85
85

85

80

Score

80

85

38
21

20

31

26

75
71

58
Post Test
35

70

85 86

65
CA #3

49
30
30 28

32

60

80

55 53

10

29

25

18

94

39

33

19
17
15

15

83
65

64

90

85
75

Pre Test

40 36

89
70

60

100

95

12

011

12

13

14

15

16

17

18

19

20

Student

The average score for the Pre-Test in first block was a 26, the average score for the Post-Test was an
81 and the average score for the Common Assessment #3 was a 77. The average score for the Pre-Test in
second block was a 26, the average score for the Post-Test was a 74, and the average score for the Common
Assessment #3 was a 73. In the first block, student 7 was absent on the day of the Pre Test. Student 2 and
student 18 were absent on the day of the Post Test and CA #3. In the second block, student 5, student 9, and
Revised 2015

student 19 were absent on the day of the Pre Test. Student 6 was absent on the day of the Post Test and
CA#3.
After comparing the students pre and post test scores, I observed 63% of students have mastered the
concept. Based on CA#3 85% of the students passed the test with a 60 or above. Out of the 85% that passed,
56% of the students mastered the concept scoring an 80 or above. Only two students in my first block class
failed the post test. In my second block 5 students failed the post test. When I graded their Post Test, I noticed
that the students who failed, refused to follow the procedures for using the Pythagorean Theorem Formula. (2 nd
block, student 7 consistently does not engage in instruction and often does not follow classroom procedures.
Therefore, it creates learning gaps affecting his grades. Student 12 was suspended for several days during the
unit which affected the amount of classroom instruction he received.)
After each class period I reflect on ways that I could improve the lesson or things that I should add for
the next day/lesson. In some cases, the students lack the willingness to apply themselves to engage in
instruction and in turn it greatly impacted their test score. Additionally, the students who were in and out of the
classroom because of behavioral/health issues also greatly impacted the test scores because they were
missing instruction. I offer tutoring during my planning period for those students who ask or I recognize may
need further instruction or one on one time.
The school policy states that students who do not score an 80% or above must retake the test.
Therefore, we will take one class period to review/reteach the Pythagorean Theorem and its application and
provide the students with a retest the following day. Thus, only the students who scored below an 80% would
retest.
Section VI: Analysis of Student Learning
Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit
objectives. (1) Did the information increase your understanding of individual students performance?

After analyzing the data from the assessments, I can definitely say that I understand the students abilities and
I have a better understanding of my students performance. I was able to pinpoint the students misconceptions
and it allowed me to see what needs to be reemphasized during the review process and or possibly be
presented in a different way.
(2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire
class, for one selected subgroup and for at least two individual students.
See attachment at the end of the unit work sample.
(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and
achievement.
From the data provided, there was an 85% passing rate for the entire 8 th grade on the Common Assessment #3. There
were 34 students who tested and of those 34 students, 29 passed with a 60% or higher. Of the 34 students who took the
Common Assessment 19 scored mastery (56% scored mastery). Mastery is an 80% or higher.
For the selected subgroup, I provided data for the first period of 8 th graders. There is a 87.5% passing rate for the
Common Assessment #3. In the first period, I have a total of 18 students. Only 16 students tested and 14 of those students
passed making a 60 or higher. The two students who did not test were absent on the day of the Common Assessment #3
(student 2 and student 18). Of the 16 students who tested, 10 scored mastery on the Common Assessment (62.5% scored
mastery). The two students who did not pass the Common Assessment, refused to follow the procedures for the Pythagorean
Theorem.
The two individual students are both student number 3 from both first and second period. Both of these students
scored an 85 on the Common Assessment #3. After looking at what the two students got incorrect, they both got number 18
incorrect. Question number 18 covered the application of solving real world problems using the Pythagorean Theorem which

Revised 2015

was covered in objective number two of the unit. This particular questions depth of knowledge was a level 2 meaning it was
more challenging. The students had to use the Pythagorean Theorem to find the hypotenuse. Then after finding the
hypotenuse, they had to add it to the leg in order to answer the question. It was a two-step problem, where the students had
to read carefully in order to understand exactly what was being asked. These two particular students did not add so their
answer was incorrect.
Student #3 from the first period got number 3 and 12 incorrect as well, making it a total of 3 questions incorrect to
result in the score of an 85%. Student #3 from the second period got number 5 and 7 incorrect as well, making it a total of 3
incorrect to result in the score of an 855. After comparing numbers 3, 5, 7 and 12 numbers 3, 5, and 7 were very similar. All
three off these questions provided the students with 4 sets of 3 groups of numbers and the students had to choose the group
of numbers that could form a right triangle by using the Pythagorean Theorem Formula.
Number 12 was applying the Pythagorean Theorem to solve real world problems. The students had to draw a picture
to be able to label the legs. Then they had to apply the use of the Pythagorean Theorem to find the hypotenuse. The students
had to pay close attention to the directions that were given in order to label the triangle correctly. Student number 3 in the
first period did not label his triangle correct and it resulted in him getting the question wrong.
(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and
what were the overall results?
For the Pre and Post Test it was hand scored. The total number of points was 72. The students could have received 32 points
for the key terms and 40 for application and computation of the Pythagorean Theorem. Common Assessment #3 was graded
through Mastery Connect. Out of the 34 students who took the test five made below a 60. 85% of the students passed, 15%
failed and 56% scored mastery (80 or above).
(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?
Yes because out of 34 students who tested only 15% of them failed. I would have hoped more of the students scored
mastery/passed but I am pleased with the results of 85% having a passing score. I feel like the students gained enough
knowledge to pass the Common Assessment and were given ample opportunities for extended instruction or one on one
time.
(6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been
reported.
The results were recorded in Mastery Connect, in my Cooperating teachers grade book, and in PowerSchool. The results are
reported to the parents through Parent Portal on PowerSchool. Mastery connect records the grades and provides feedback
on if the students mastered the concept, are near mastery, or need remediation.

(7) Provide evidence to support the impact on student learning in terms of the number of students who achieved and make
progress toward the unit objectives.
According to the results 85% of the students who tested passed the Common Assessment making a 60 or higher. Of the students who
passed, 56% scored mastery on the Common Assessment making an 80 or higher. Although, I had hoped for a 100% passing rate, I
am pleased that of all the students who tested, I only had 5 students who made below a 60. I feel that my students worked very hard
during to understand the objectives covered in the unit of the Pythagorean Theorem.

Section VII. Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching
performance.

I was very pleased with my students performance on their Common Assessment; I had an 85% passing rate
and only 15% of my students failed. The students who did not pass either did not apply themselves or were
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absent from school for many days. I think an 85% passing rate says that I covered the material and concept
very well. My strengths include checking for understanding, time management (use of a timer), providing
feedback, the use of cooperative learning groups and creating engaging activities for the students.
(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to
improve your students performance? What specific aspects of the instruction need to be modified?

If I were to teach this unit again to the same groups of students, I would group the students differently and stay
on top of the students who refuse to follow procedures. I would also call on those specific students more often
to keep them engaged. I would also give the students more hands on activities instead of paper and pencil.
Although I did do a few hands on activities, I would like to incorporate different activities as well. I would like for
the students to create a rap, write a paragraph, act out, or do a project on the Pythagorean Theorem.
The specific aspects of the instruction that need to be modified include the use of key terms more often and
consistently. If I use the key terms more often, then students will become more familiar and comfortable with
using the key terms.

(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you
believe the activities were successful or unsuccessful.

I think the Team Pair Solo activity was very successful. Team was all the group members work together to
solve the first example. Pair was two of the students from each group broke off to make a pair and then they
were to work together to solve the next example. Then solo was the pair broke off into individuals to solve the
last example of the page. The students were given a group grade as well as an individual grade.
The Error Analysis activity was also successful because it allowed the students to correct someone elses
mistakes. Majority of the time if the student is able to correct the error, he or she has mastered the concept.
After the students completed the worksheet, they had to present to the class their reasoning on why they were
right about the error.
The Real World Application problems were also a success because it allowed the students to see what they
learn inside the classroom can also be used in their everyday lives. The students did not like having to draw a
corresponding picture to every word problem but in the end they were able to see drawing a picture helps in
solving for the missing side.
The Pythagorean Theorem Worksheet was successful because it was a combination of both objectives for the
unit. The students had to solve a right triangle using the Pythagorean Theorem as well as do real world
application problems.
I think the first activity I used where the students had to verify the Pythagorean Theorem was unsuccessful in
the beginning because the directions were very unclear. I should of reread the instructions but I thought I could
trust the program I got the activity from. But because I was able to monitor and adjust, it ended very well. I was
able to walk around to each student to check their progress and have a quick one on one moment with that
student.
I feel like all of the activities except Verifying the Pythagorean Theorem were successful. The students were
able to comprehend the material and were able to prove it.

Revised 2015

Section VIII: Sample Work (Attach)

Charts for Section VI: Analysis of Student Learning

Entire Class Chart
Question #

Correct
Students who got the question correct Out
of 34
34 out of 34

Incorrect
Students who got the question incorrect
Out of 34
0 out of 34

27 out of 34

7 out of 34

24 out of 34

10 out of 34

30 out of 34

4 out of 34

16 out of 34

18 out of 34

28 out of 34

6 out of 34

12 out of 34

22 out of 34

29 out of 34

5 out of 34

27 out of 34

7 out of 34

10

28 out of 34

6 out of 34

11

32 out of 34

2 out of 34

12

19 out of 34

15 out of 34

13

31 out of 34

3 out of 34

14

30 out of 34

4 out of 34

15

30 out of 34

4 out of 34

16

30 out of 34

4 out of 34

17

31 out of 34

3 out of 34

18

12 out of 34

22 out of 34

19

25 out of 34

9 out of 34

20

28 out of 34

6 out of 34

Revised 2015

Selected Subgroup 1st Period of 8th Grade

Question #
1

Number of Correct Students to Students

Who Tested
16 /16

Number of Incorrect to Total of Students

Who Tested
0 / 16

10 / 16

6 / 16

9 / 16

7 / 16

14 / 16

2 / 16

9 / 16

7 / 16

14 / 16

2 / 16

5 / 16

11 / 16

14 / 16

2 / 16

13 / 16

3 / 16

10

14 / 16

2 / 16

11

15 / 16

1 / 16

12

8 / 16

8 / 16

13

15 /16

1 / 16

14

14 / 16

2 / 16

15

14 / 16

2 / 16

16

14 / 16

2 / 16

17

16 / 16

0 / 16

18

9 / 16

7 / 16

19

15 / 16

1 / 16

20

15 / 16

1 / 16

Two Individual Students

# on
Test
Student 3

Revised 2015

3
x

1
0

11

1
2
x

1
3

1
4

1
5

1
6

17

18
x

19

20

from 1st
Period
Student 3
from 2nd
Period

Student 3 from 1st period got numbers 3, 12, and 18 incorrect.

Student 3 from 2nd period got numbers 5, 7, and 18 incorrect.

Revised 2015

EDUC 450
COMPONENT

UNIT WORK SAMPLE SCORING RUBRIC

TARGET (3)

ACCEPTABLE (2)

SCHOOL OF EDUCATION
UNACCEPTABLE/DEVELOPIN
G (1)

DESCRIPTION OF STUDENTS
Description of
Students
ACEI 3.1
NAEYC 1a
Contextual
Factors
collaborating
with others and
sources of
information
ACEI 3.5/NAEYC
5c
Contextual
Factors
ACEI 3.5/NAEYC
3b
Contextual
Factors
ACEI 5.2/NAEYC
2c

Describes students in-depth

according to ability, disabilities,
ethnicity/race, socioeconomic
status, student interests and
other relevant school factors that
could impact student learning;
list 5 or more factors.

Describes students according to

some differences, lists at least 4
factors that could impact
student learning

Does not include at least three

(3) types of descriptions;
displays minimal understanding
of addressing a variety of
student needs.

Uses substantial information from

descriptions of the students to
select standards to meet
students individual differences
and plan instruction and
assessment

Uses adequate information from

the descriptions to select
standards to meet students
differences and plan instruction
and assessments

Fails to use the information from

the descriptions to plan
instruction and assessments to
meet the needs of students

Data is collected from multiple

sources, including verbal,
nonverbal and media, etc.

Uses at least three (3) types of

sources to collect data

Uses only one data source

(records) to set standards and
plan assessments

Displays an understanding of the

importance of collaborative
relationships with families, school
colleagues and agencies in the
community.

Selected sources show the

importance of collaborative
relationships with families,
school colleagues, and agencies
in the community

Shows little or no importance of

collaborative relationships with
families, school colleagues, and
agencies in the community

Overall Rating

UNIT
Objectives
ACEI 3.3/NAEYC
5b
Revised 2015

All objectives are thorough,

significant and challenging, and
are clearly stated and correlated
with the SC State standards

PLAN

Objectives are challenging and

are clearly stated and correlated
with the SC State standards

Objectives are not given;

standards are used.

SCORE

Objectives
ACEI 3.2/NAEYC
5c
Objectives
ACEI 3.2/NAEYC
5c

Objectives are appropriate for the

development, prerequisite
knowledge, experiences,
diversity, and other student
needs
All objectives contain
performance, products,
conditions and criteria
components

Objectives are appropriate for

the development, prerequisite
knowledge and experiences, but
are limited in diversity or other
student needs.
Objectives are measurable,
containing 2-3 components

Objectives are not measurable.

Plans to assess each objective

domain through the assessment
plan.

Plans to assess most of the

objectives through the
assessment plan.

Does not plan to assess the

objectives through the
assessment plan

All assessments are congruent

with standards, content and
cognitive complexity.

Most assessments are congruent

with the standards, content, but
have limited cognitive
complexity.

Assessments are not congruent

with the standards, content, or
cognitive complexity.

All content is paced and

sequenced so that it is covered in
the allotted time

Content is paced that it is

covered in the allotted times,
but there are some sequencing
issues

The content is not paced and

sequenced so that is covered in
the allotted time

All standards thoroughly display

knowledge, skills and dispositions

Standards are inclusive of

knowledge, skills and
dispositions

Standards are not inclusive of

knowledge, skills, and
dispositions

3 or more activities relate to real

world experiences

2 activities relate to real world

experiences

Activities do not relate to real

world experiences

The instructional plan aligns with

the objective(s) for each content
area.

The instructional plan aligns

with the objective(s) for at least
two or more content areas.

The instructional plan does align

with the objective(s) for any of
content areas.

Objectives are not given;

standards are used.

Overall Rating
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Overall Rating
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Overall Rating
Revised 2015

Selection of
Strategies for
Varying Levels
ACEI 3.3/NAEYC
4b;4c
Design for
Instruction
ACEI 1.0/NAEYC
5c

Uses and justifies a variety of

strategies to teach students on
varying levels, including activities
that require students to think
critically and solve problems.

Uses a variety of strategies to

teach students on varying
levels, including activities that
require students to think
critically and solve problems.

Uses less than three (3)

strategies; does not
accommodate the varying levels
of students or activities that
require students to think
critically and solve problems.

Designs instruction for specific

learning standards using
students characteristics and
needs for learning contexts.

Designs most of the instruction

using the standards, but fails to
use students characteristics
and needs for learning contexts

Attempts to design the

instruction using the standards,
but the attempt lacks
congruency and fails to use
students characteristics and
needs for learning contexts.

ASSESSMENTS
Knowledge of
Students Skills
and Prior
Learning
ACEI 3.1
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes/NAEYC 3b
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
Revised 2015

Displays specific understanding

of students skills and prior
learning that affect instruction.

Displays general understanding

of students skills and prior
learning that affect instruction.

Displays no understanding of
students skills and prior
learning that affect instruction.

All informal assessments are

completely aligned to the
objectives

Informal assessments are

aligned to adequate portions of
the standards

Does not use informal

assessments

All formal assessments are

completely aligned to the
objectives

Formal assessments are aligned

to adequate portions of the
standards

Does not use formal assessments

Uses more than one (1) authentic

assessment type

Applies an authentic assessment

type

Does not use authentic

assessments

Uses more than one (1) l

performance tasks and includes
the scoring rubric

Uses a performance task(s) but

does not use a scoring rubric

Does not use performance tasks

3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b

Plans substantially for student

reflections

Plans adequately for student

reflections

Does not plan for student

reflections

All assessments are valid

Most assessments are valid

Assessments are not valid

All items or prompts are clearly

written and correct

Items or prompts are clearly

written, but exhibit minimal
errors

Items or prompts are not clearly

written

All directions and procedures are

clearly written and correct

Directions and procedures are

clearly written, but exhibit
minimal errors

Directions and procedures are

not clearly written

Thoroughly, but succinctly,

explains the scoring procedures
for all of the assessments

Adequately explains some of the

scoring procedures for the
assessments

Fails to explain the scoring

procedures for any of the
assessments.

Uses assessment data using

graphs, charts, tables, etc., to
profile student learning and
communicate information about
student progress and
achievement.
Thorough and accurate
interpretation is provided

Provides an appropriate
summary of assessment data to
explain student learning and
communicate information about
student progress and
achievement.
An adequate interpretation is
provided; contains few errors in
accuracy

Overall Rating
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Overall Rating
Scoring
Procedures
Explained(Eval.
Crit)
ACEI 4.0/NAEYC
3b
Analysis of
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
Revised 2015

Makes an inadequate attempt to

summarize or display student
learning and communicate
information about student
progress and achievement.
Interpretation is not accurate

3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Overall Rating
Instructional
Decision-making
ACEI 4.0/NAEYC
3c
Effective
Instruction and
Assessment
ACEI 4.0/NAEYC
3c
Effective
Instruction and
Assessment
ACEI 4.0/NAEYC
3c
Overall Rating
Impact on
Student Learning
ACEI 4.0/NAEYC
3b
Clarity and
Accuracy of
Presentation/NA
Revised 2015

Meaningful, appropriate, and

data supported conclusions are
drawn

Meaningful and appropriate

conclusions are drawn with
limited inclusion of data

Conclusions are not meaningful

or supported by data

Provides relevant and detailed

hypotheses for all achieved and
unachieved learning goals.

Provides generalized hypotheses

for why students met or did not
meet the learning goals

Does not provide hypotheses as

to why the students did not meet
the learning goals

Uses ongoing analysis of student

learning to make instructional
decisions.

Uses intermittent analysis of

student learning to make
instructional decisions.

Provides no evidence of using an

analysis of student learning to
make instructional decisions.

Identifies successful and

unsuccessful activities and
assessments

Identifies unsuccessful and

successful activities , but not
assessments or vice versa

Does not identify successful or

unsuccessful activities or
assessments

Provides plausible reasons (based

on theory or research) for both
the success and lack thereof

Provides plausible reasons to

support why activities and
assessments were either
successful or not successful

Does not provide reasons to

support the success or
nonsuccess of activities or
assessments

Includes adequate evidence of

the impact on student learning
in terms of numbers of students
who achieved and made
progress toward the unit
objectives
Is easy to follow and contains
minimal errors in conventions or
grammar usage.

Includes incomplete or no
evidence of the impact on
student learning in terms of
numbers of students who
achieved and made progress
toward unit objectives
Is easy to follow and contains
numerous errors in conventions
or grammar usage.

Includes substantial evidence of

the impact on student learning in
terms of the number of students
who achieved and made progress
toward the unit objectives
Is easy to follow and contains no
errors in conventions or grammar
usage.

EYC 6b
Reflection/Self
Evaluation
ACEI 5.1/NAEYC
4d
Student Work

Reflects comprehensively on his

or her instruction and student
learning in order to improve
teaching practice.

Reflects adequately on his or her

instruction and student learning
in order to improve teaching
practice.

Reflects, but does not

adequately support ways to
improve teaching practice.

Ample student work attached

Appropriate student work

attached

No student work attached

TOTAL

Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the
attributes of the standard. Performance indicates
that few competencies have been demonstrated.

Revised 2015

Acceptable/Meets (3)
Candidate demonstrates most of the attributes of
the standard. Performance indicates that the
competency has been demonstrated including
examples, extension, or enrichment.

POINTS

Target/Exceeds (5)
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including
examples, extension, and enrichment.