Special Education Module: Rubric Creation and Analysis

This assignment focuses on the creation and analysis of a rubric within the context of special education. The student created a rubric, detailing the requirements for assessing student performance, and included an analysis of results. The assignment is structured in three parts: charting results, analyzing results to inform teaching, and identifying key takeaways from the assessment process. The student's analysis evaluates a selected-response test designed to assess candidates' knowledge of the Early Childhood edTPA Handbook, emphasizing the importance of aligning assessment questions with specific learning targets. The assignment highlights the significance of rubrics in providing structure, clarity, and feedback for both teachers and students, referencing relevant literature on assessment and performance-based learning.

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Special Education Rubric Making
Student Name:
Institute Name:

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Table of Contents
Introduction..............................................................................................................................3
Rubric........................................................................................................................................3
References.................................................................................................................................5

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Introduction
Teaching in a classroom environment requires proper planning and structure to the various
activities. It is highly recommended to the teachers to ensure that the classes follow a
performance-based learning module where they can create content and assignments, which
are evaluated on basis of the real-time application of this knowledge and skills in several
areas (Andrade, 2020)
Rubric
A well-designed rubric is important for both the teachers and the students as it gives the work
a proper structure and ensures that everyone follows the requirement. A rubric is just a
direction given to the work, and is not something rigid or bounding (Roell, 2019). The Rubric
should help the students with understanding what all they should include in their work, and
what all they should avoid at all times.
After going through the given exemplars, the following rubric can be made.
Requirements Advanced Excellence Proficient Novice
Graphical
representation
The graph is
well represented
with proper
legends, colour
schemes,
notations and
figures. The
graph is quite
informative and
does not
confuse the
reader at all. It
has proper
legends marked.
It shows a clear
picture of target
The graph is
represented
using good
annotation,
figures and
colours. It has
minute errors in
detailing and
designing but
overall the
work is good.
The work has
substance and
focuses on
identifying the
correct
The graph is
aesthetically
pleasing but is not
well structured
and lacks
quantitative
substance. It is
informative but is
not as detailed as
expected.
The graph is
neither
aesthetically
pleasing
neither does it
have the
required level
of information.
The graphical
representation
is quite
confusing and
does

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mastery by
clearly defining
the requisites.
The work has
substance and
focuses on
identifying the
correct
measures of
target learning.
measures of
target learning.
Analysis of
results
The analysis of
the results of
teaching is
carried out in-
depth and in
detail. The
critical natures
make the
analysis easy to
related. There
are several
examples used
to support along
with good
academic
literature.
The analysis is
detailed and in-
depth in nature.
It is critical and
has a proper
structure. The
analysis has
supporting
examples from
real-time,
however, they
are not relevant
or are
ambiguous.
The analysis is
detailed and in-
depth in nature. It
is critical and has
a proper structure.
However, the
analysis does not
have any
supporting
examples from
real-time.
The analysis is
short and does
not detail any
concept or
principles of
call back and,
reaching and
dealing with
small groups.
The literature it
uses to support
is not of the
best quality.
Take-aways
from the
teaching test
The takeaways
are detailed and
well
documented.
The student has
given examples
and has tried to
incorporate all
The takeaways
are detailed and
well
documented.
The student has
tried to
document it
using examples
The
analysis/reflection
is ambiguous.
Good referencing
to the literature
but the ideas fall
apart easily.
The take-aways
are ambiguous,
have no
relation to
relevant
literature and is
not well

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available
methodologies
for this as well.
but fails to
iterate and
related them to
the experience.
structured.
References
Roell, K. (2019). How to Create a Rubric: Introduction. Retrieved from
https://www.thoughtco.com/how-to-create-a-rubric-4061367
Andrade, H. (2020). Assessment in the Service of Learning. Retrieved from
http://www.ascd.org/ascd-express/vol1/104-andrade.aspx