Reviewer Rubrics

Rubrics for Review of Assessment Evidence
Provided in a Program Report
ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL

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PART I: FINDINGS ON EACH STANDARD

Section A: How does the quality and relevance of assessment evidence for each standard supoort judgments of candidate proficiencies in relation to the standards?

Element

Unacceptable

Acceptable

Target

A.1 All attributes

The candidate proficiency information measures one attribute (i.e. knowledge, skills/abilities, dispositions, and positive effects on K-6 learning, as appropriate for the standard) using one assessment.
The candidate proficiency information measures at least two different attributes (i.e. knowledge, skills/abilities, dispositions, and positive effects on K-6 learning, as appropriate for the standard) using varied assessments. The candidate proficiency information links measures of multiple attributes (i.e. knowledge, skills/abilities, dispositions, and positive effects on K-6 learning, as appropriate for the standard) across standards using multiple and varied assessments.

A.2 Components

The information represents partial components within the standard.
The information represents all components within the standard. The information represents all components within the standard and is used to link similar components across the standards.

A.3 Relevance
The data are not relevant to the standard and/or may not be collected throughout the program. The data are relevant to the standard and collected at benchmark points throughout the program. The data are relevant to the standard and collected at appropriate points throughout the program. Data are collected at points which enhance or supplement benchmark points.

A.4 Proficiency Levels
There are unclear or vague definitions for rubrics or criteia and/or differentiation of candidates' proficiencies is missing or weak. There are definitions for rubrics or criteia that differente two levels of candidates' proficiencies. There are clear definitions for rubrics or criteia that differente more than two of the levels of candidates' proficiencies.

Section B: From the evidence provided for this standard, what is the judgment of the reviewer about whether the quality of candidates' performance is at an acceptable level for all elementary program completers?

Section C:What is the reviewer's conclusion as to whether the standard is met or not, based on analysis of evidence provided in the program report?

PART II: SUMMARY DECISION ON WHETHER PROGRAM SHOULD BE "NATIONALLY RECOGNIZED"

Section D: Does the overall quality of assessment evidence describing candidate proficiencies in relation to the standards support a decision for a "nationally recognized" program?

Click here to see the Reviewer's Worksheet

Click here to see the Review Report on Association Standards Summarized findings

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Element	Unacceptable	Acceptable	Target
A.1 All attributes	The candidate proficiency information measures one attribute (i.e. knowledge, skills/abilities, dispositions, and positive effects on K-6 learning, as appropriate for the standard) using one assessment.	The candidate proficiency information measures at least two different attributes (i.e. knowledge, skills/abilities, dispositions, and positive effects on K-6 learning, as appropriate for the standard) using varied assessments.	The candidate proficiency information links measures of multiple attributes (i.e. knowledge, skills/abilities, dispositions, and positive effects on K-6 learning, as appropriate for the standard) across standards using multiple and varied assessments.
A.2 Components	The information represents partial components within the standard.	The information represents all components within the standard.	The information represents all components within the standard and is used to link similar components across the standards.
A.3 Relevance	The data are not relevant to the standard and/or may not be collected throughout the program.	The data are relevant to the standard and collected at benchmark points throughout the program.	The data are relevant to the standard and collected at appropriate points throughout the program. Data are collected at points which enhance or supplement benchmark points.
A.4 Proficiency Levels	There are unclear or vague definitions for rubrics or criteia and/or differentiation of candidates' proficiencies is missing or weak.	There are definitions for rubrics or criteia that differente two levels of candidates' proficiencies.	There are clear definitions for rubrics or criteia that differente more than two of the levels of candidates' proficiencies.

Rubrics for Review of Assessment Evidence Provided in a Program Report ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL

PART I: FINDINGS ON EACH STANDARD

PART II: SUMMARY DECISION ON WHETHER PROGRAM SHOULD BE "NATIONALLY RECOGNIZED"

Last updated June 2004

Rubrics for Review of Assessment Evidence
Provided in a Program Report
ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL