Assessment Report Scoring Rubric

 Rating:

Exceptional corresponds to an A (95-100%). Performance is outstanding; significantly above the usual expectations.

Proficient corresponds to a grade of B to A- (83-94%). Skills and standards are at the level of expectation.

Basic corresponds to a C to B- (75-82%). Skills and standards are acceptable but improvements are needed to meet expectations well.

Novice corresponds to an F (< 75%). Performance is weak; the skills or standards are not sufficiently demonstrated at this time.

This criterion is missing or not in evidence.

Scoring columns starts on next page.

Criteria	Ratings
	Missing 0	Novice  1	Basic 2	Proficient 3	Exceptional 4
Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs and drives instruction. (FEAP a.4.a) Completion of RTI Worksheet – Criterion 1-5
Part 1:
Student Information: Thorough description of each subject including demographic information, reason for referral, background and family information.
Criterion 1: Discusses previous test data and results, report card and any other pertinent information is thoroughly discussed. ·         Analyze assessment information to identify a student’s educational needs and instructional levels in order to select appropriate specialized instructional techniques, strategies, and materials.(ESE 3.1)
Criterion 2: Use a variety of assessment tools to monitor student progress, achievement, and learning gains. (FEAP a. 4.c)
Use data within a systematic problem-solving process to differentiate instruction, intensify intervention and meet the needs of all students (e.g. grouping practices, appropriate curriculum materials).[REC 3.7]
Criterion 3: Exclusion criteria
Criterion 4: Completion of A, B, C, E
Criterion 5: Identify alternative assessment strategies and procedures (e.g., observations, performance-based assessments, ecological assessments, interviews, portfolios) and their appropriate use. (ESE 2.4) ·         Two behavioral observations using appropriate methodologies are included.
TOTAL Part 1					32
Part 2 Narrative	0	1	2	3	4
Discussion of assessment procedures: Include the procedures you selected and give an explanation as to why these were selected. This must include norm referenced, criterion referenced and informal assessments of reading and language.
Selection of reading/ language arts. Include your criteria for selecting these materials to include in the portfolio including rubric and assessment evidence (REC 3.8)
Data Charts: Results of assessments- utilize tables or charts to list results. Must include data trend chart that indicates progress in reading development [REC 3.6]
Analysis of results- Analyze assessment information to identify a student’s educational needs and instructional levels. Include in the discussion how the analysis of data will inform your decisions concerning the needs and educational plans for the student.  Identify appropriate strategies, techniques, interventions, and materials appropriate to meet the needs of the identified student.
Assessments: interpret, analyze, and apply the results of norm referenced, criterion-referenced, and performance-based assessment, and reading assessment for students with disabilities. (ESE 2.5)
ELL student– Begin your discussion on these assessment issues and how they would impact assessment of an ELL student-cultural bias, testing in two languages, special education testing/giftedness, standards, formative and summative assessments, standardized tests vs performance-based assessments. Discuss issues that arise when assessing in English. You must administer a language proficiency test and include a discussion of how this impacts identification, placement and language growth
ELL: Will understand and apply knowledge of assessment issues as they affect ELLs learning (cultural bias, testing in two languages, special education testing/giftedness, standards, formative and summative assessments, standardized tests vs performance-based assessments) (ESOL Domain 5, Standard 1)
ELL: Will demonstrate appropriate use and interpretation of language proficiency assessment instruments to meet guideline and to inform instruction. Teacher will understand their uses for identification, placement and language growth. Will articulate the appropriateness of ELL assessment to stakeholders.  (ESOL Domain 5, Standard 2)
ELL: Appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. (ESOL Domain 5 Standard 2)
ELL: Will identify, develop, and use a variety of standards and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Will understand their uses for identification and placement, (ESOL Domain 5 Standard 3)
ELL: Use criterion-referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels.
Identify interpretive issues that may arise when assessment in English is used to measure reading proficiency in English language learners. [REC 3.9]
Analyze assessment information to identify a student’s educational needs and instructional levels in order to select appropriate specialized instructional techniques, strategies, and materials.(ESE 3.1)
Recommendations: Include specific recommendations such as further assessment, program consideration, interventions and strategies based on the results of the assessments.(FEAP 4.b)Identify at least 2 goals- one in reading and one in language for the ELL student. For each goal identify 2 objectives to support achievement of the goal. For each objective, identify at least 2 strategies or techniques to achieve the objective.
Testing modifications/accommodations: Discuss why accommodations/ modifications were made or not made in relation to the current IEP or 504 plan. Identify and modify assessments, accommodations and testing conditions to accommodate learning styles, varying levels of knowledge, and monitor reading progress. (FEAP 4.d)[REC 3.10, 3.11]
TOTAL Part 2					60
Part 3
Shares the importance and outcomes of student assessment data with the student and student’s parent/ caregiver(s). (FEAP 4.e) ·         Plan for discussion with parent of the results of the assessments and your recommendations. Include a summary in your report
Utilizes technology to organize and integrate the assessment information.(FEAP 4.f)
Writing and grammar skills are appropriate to the level and APA is used and formatted appropriately.
TOTAL PART 3					12
Total Assignment Score

Comments                                                                                                       Total ____ out of 104