Le Duc National Board

Entry 1 Scoring Rubric

Aspect 4 3 2 1 Evidence/Comments
Your response will be judged on the extent to which it provides clear, consistent, and convincing evidence of your ability to use assessment of student work to further worthwhile and appropriate learning goals, to facilitate students' growth as career and technical education students, and to inform and shape your teaching practice.

The Level 4 rubric, the highest level of the rubric, specifically requires clear, consistent, and convincing evidence in your response that you:
have a thorough knowledge of your students and use this knowledge to design assessments that allow you to evaluate students’ understanding of important career and technical education concepts and technical skills; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence
  • General, or uneven descriptions
  • Loosely connected rationale
Little or No Evidence
use an approach to assessment that furthers challenging and appropriate learning goals and supports student learning; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
use different types or forms of meaningful assessments to gather important information about student understanding and progress; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
design assessments that foster students' problem-solving and critical thinking skills; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
# provide a rationale for your use of assessment that is meaningful given the instructional context and the stated learning goals for these students; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
have a strong command of important career and technical education content and technical skills and are able to link the content and skills with workplace expectations, practices, and/or career exploration; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
accurately describe, analyze, and evaluate each student's work on the basis of well-defined and openly communicated criteria that are directly connected to the learning goals; Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
provide accurate, appropriate, and constructive feedback to students about their work; and Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence
use information gathered in the assessment of student work to evaluate, modify, and refine future teaching practice. Clear, Consistent (over time), Convincing (ample) Evidence Clear Evidence Limited Evidence Little or No Evidence