CAP Part 1: Description of Classroom Assessment Plan

Exceeds Criterion (A)	Meets Criterion (B)	Developing (C)
Unit Summary
Identifies specific prior knowledge in terms of content and skills, if necessary	Identification of PK somewhat sketchy	Identifies specific PK needed but is very general or superficial (i.e. be able to read text); misses no more than one major prior knowledge requirement
Outcomes and Standards
Obvious link between standards and outcomes	Link between standards and outcomes may be a little forced	Listed strands rather than standards; OR weak link between standards and outcomes
Outcomes written in observable form (i.e. one action per outcomes - doesn't contain "understand" or "know.")	Majority of outcomes written in observable form	Several outcomes fail to follow rules for measurable outcomes
No confusion of activity, assessment and outcomes	One instance of confusion of activity, assessment, and/or outcomes	Confusion of activity, assessment, and/or outcomes in more than one instance
Assessments
Obvious link between outcomes & assessment tools	Weak link between outcomes & assessment tools - could be defended if "push comes to shove."	Plan could be improved with more appropriate assessment choices.
Balanced assessment in terms of levels of complexity & weights per outcome.	Balanced assessment in terms of levels of complexity but appropriation of weights weak.	Balance of assessment is forced (equal weights given to all levels; breakdown too precise, i.e. 3%)
Calculation of weights accurate	Only minor miscalculation in weights	Miscalculation of weights demonstrate lack of understanding
Overall
Plan is clear - no justification or interpretation is needed	Interpretation, if required, is minor	Plan needs some, but not extensive, justification or interpretation.
Format and Directions
Follows directions Deadline met Easy to follow	Format could be improved making it easier to follow OR Minor component missing OR Deadline missed	Format makes it difficult to follow OR Minor component(s) missing AND deadline missed

CAP Part 2: Teacher-Made Test and Test Bank

Exceeds Criterion (A)	Meets Criterion (B)	Developing (C)
Test and Answer Key
Test is age appropriate	Most questions are age appropriate	Demonstrates some confusion over what is age appropriate
Good selection of items from test bank	Most items are from test bank	Majority of items are from test bank
Directions appropriate and easy for students to follow	Directions appropriate but could be clearer (e.g. less wordy)	Most directions are clear
Test appropriately formatted for students	Test formatted for students but could be improved through minor changes (e.g. change in font, space left for answers)	Test format needs to be improved before being given to students (e.g., questions break across page)
No grammatical, punctuation, or spelling errors within the test	Problems within the test can be corrected without major changes	Problems within the test detract from student understanding
Test Bank
Items accurately identified by outcome and complexity level	Majority of items accurately identified by outcome and level	Items in test bank identified by outcome and level but demonstrates some limited misunderstanding of levels
All items follow rules for good item writing	Majority of items follow rules for good item writing	Errors within item writing reflect inconsistency rather than major misconception
Items are valid in terms of outcome being assessed	Majority of items are valid in terms of outcomes	Validity between items and outcomes is weak but reflects inconsistency rather than major misconception
Rubric for essay follows guidelines and is valid in terms of outcome	Essay item rubric clearly evaluates outcome but may have some tangential criteria as well (not enough to make final score invalid)	Essay item rubric evaluates outcome but may have tangential criteria that may lead to invalid grading (e.g. spelling and grammar count for as much as content)
Items and rubrics reflect high yet realistic expectations for students	Items and rubrics reflect realistic expectations for students	Some items and/or rubrics are not realistic for students

CAP Part 3: Authentic/Performance Assessment

Exceeds Criterion (A)	Meets Criterion (B)	Developing (C)
Choice of Problem or Task
Task directly addresses outcomes on the blueprint	Task addresses outcomes but may contain some extraneous material	Task addresses part of the outcomes intended.
Assessment addresses a meaningful problem or task	Assessment addresses a problem or task that is somewhat contrived (e.g., addresses outcome but is not very meaningful or interesting)	Assessment addresses a trivial problem or task
Problem or task allows for a variety of correct solutions	Problem or task allows for a limited number of correct solutions	Problem or task allows for only one correct solution
Task is reasonable (in terms of age group, time constraints, resources needed)	Task may need some refinement to improve its feasibility in one of the following areas: age appropriateness, time constraints, resources needed	Task is unreasonable (in terms of age appropriateness, time constraints or resources needed)
Task provides for all individual students to demonstrate their competence at all the outcomes identified for this task	Task provides for all students to demonstrate part of the outcomes but not all of them	It is difficulty to determine to what extent ALL students met the outcomes due to the grouping used in the task.
Direction sheet provides description of how the task will be evaluated and a clear indication of purpose, time frame, materials needed, and procedures to be followed	Direction sheet provides description of how the task will be evaluated and includes purpose, time frame, materials needed, and procedures to be followed but descriptions are not as clear as they should be due to format problems	Directions are somewhat ambiguous OR an important step is missing OR format makes the directions hard to follow
Directions are clear enough that anyone who has met the outcome will be able to perform the task with a high degree of success and anyone who has not met the outcome will be unable to succeed with the task	Directions are clear enough that anyone who has met the outcome will be able to perform the task with minor further explanations	Directions are written in such a way that it makes it possible for a student who has not met the outcome to be successful
No grammatical, punctuation, or spelling errors within the direction sheet for students	Problems within the assessment can be corrected without major changes	Problems within the assessment detract from student understanding
Adaptations
Adaptation is appropriate based on prior knowledge identified in introduction and is carefully planned (detailed explanation presented)	Adaptation demonstrates that student understands need for adaptation and explanation goes beyond superficial (e.g., "They need to be able to work in groups because this is a group project.")	Identification of prior knowledge needs are sketchy or doesn't match introduction
Possible sources of measurement error identified within the adaptation and a reasonable plan for reducing error is provided	At least one possible source of measurement error identified and plan for reducing error provided although it may be difficult to implement	Identifies at least one possible source of measurement error but ways for overcoming error are not discussed
Rubric
Rubric follows guidelines	Rubric follows guidelines. Format could be improved but doesn't interfere with use	Rubric is somewhat difficult to follow OR doesn't include weighting explanation
Rubric assesses outcome so that the vast majority of points are given in relation to specified outcomes	Rubric evaluates outcome indicated but may have some tangential points as well (not enough to make final score unreliable in terms of outcome)	Rubric evaluates outcome indicated but may have tangential criteria that could make final score unreliable in terms of outcome (e.g., spelling and grammar counting for as much as content)
Rubric reflects high, yet realistic, expectations for students	Rubric reflects realistic expectations	Majority of criteria in rubric reflect realistic expectations for students

CAP Part 4: Self Reflection

Exceeds Criterion (A)	Meets Criterion (B)	Developing (C)
Goes beyond simple description to analysis and evaluation and is supported with specific examples: includes discussion of learning in terms of both content and what was learned about self as a learner	Goes beyond simple description to analysis/evaluation and is supported with general examples: includes general discussion of learnings in terms of content and what was learned about self as a learner	More descriptive than analytical. Discussion of learning in terms of content but fails to discuss what was learned about self as learner or discussion is superficial
Critically addresses TED outcomes; addresses both own strengths and weaknesses	Addresses TED outcomes but is rather general about strengths and weaknesses	Addresses TED outcomes but is superficial about where they are met and where they are not met
Discusses the usefulness of the CAP in terms of future role as a teacher with specific examples	Discusses the usefulness of the CAP but is a little sketchy	Prediction of how material will be used is somewhat superficial or very sketchy