Common Rubric Used for all Embedded Signature Assignments
Incomplete 0 Demonstration of ability or reflection is missing for this expectation. OR The candidate provides evidence or reflection that is not related to the TPE.
Beginning 1 2 The candidate demonstrates understanding that is related to the TPE and is able to restate the key elements of the TPE. The candidate’s reflections describe the ability or evidence, are grounded in unexamined knowledge, and provide limited or no discussion of the link between the evidence and the intent of the TPE in helping all students learn.
Developing 3 4 The candidate demonstrates the ability to strictly apply the TPE in course assignments or in actual classroom situations. The candidate’s reflections are grounded in partially examined knowledge, and provide surface level discussion of the link between the evidence or teaching practice and the intent of the TPE in helping all students learn.
Apprentice 5 6 The candidate demonstrates the wellreasoned and flexible use of the TPE in working with students. The candidate’s reflections are grounded in clearly communicated disciplinary knowledge, and provide indepth identification of the link between the evidence or teaching practice and the intent of the TPE in helping all students learn.
Based on Bloom and Wiske. Bloom B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co Inc. Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Wiske, M.S. (Ed). (1998). Teaching for understanding: Linking research with practice. San Francisco: JosseyBass