1
Oklahoma Christian University
School of Education
Teacher Work Sample
Prompt and Rubric
Revised 2014
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Table of Contents
Introduction
3
Factor 1
7
Factor 1 Rubric
8
Factor 2
9
Factor 2 Rubric
10
Factor 3
11
Factor 3 Rubric
13
Factor 4
15
Factor 4 Rubric
18
Factor 5
21
Factor 5 Rubric
22
Factor 6
23
Factor 6 Rubric
24
Writing and References
26
Cover Sheet
27
Learning Gain Score Calculations
28
Glossary of Definitions
29
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The Vision
Teachers should be able to demonstrate that they can deliver an effective instructional unit,
employ meaningful classroom assessments and analyze and reflect on their experiences.
Successful teachers should have an impact on student learning. Their students should gain
substantive knowledge and skills. The purpose of this assignment is to evaluate the degree of
impact you have on student learning by examining:




Your ability to construct and deliver an instructional unit.
Your ability to construct challenging, meaningful classroom assessments.
Your students’ pre-test to post-test score learning gains.
Your ability to analyze and reflect on your experience to promote your own professional
growth.
This assignment not only provides teachers with feedback on their own professional
development, but teachers who demonstrate evidence of their ability to impact student learning
will be more professionally competitive in the job market.
FLOW CHART OF INTRODUCTION OF TWS FACTORS
All Majors
All Majors
Factor 1
Factor 2 and 3
EC & EL Majors - primary methods
Secondary Majors - secondary methods
EDUC3213
Fall Semester
Factor 4, 5, and 6
Music Majors - methods
All Majors
EDUC3121
completion of
mini TWS
Completion of Capstone TWS
EDUC4131
4
TIMELINE FOR COMPLETION OF TEACHER WORK SAMPLE
Week 1
•discuss TWS with cooperating teacher
•gather information for Factor 1
•complete Factor 1
Week 2
•discuss with cooperating teacher topic of study
•write objectives for topic of study
•submit objectives for approval
Week 3 & 4
•create and give pre-assessment
•analyze pre-assessment data
•write instructional design and begin teaching topic of study
Week 5 & 6
•complete topic of study
•give post-assessment; analyze data
•complete TWS and submit for grading
YOUR ASSIGNMENT
You are required to teach a 5-10 day instructional sequence. You will describe the learning
context and any specific instructional adaptations you made to meet the learning needs of
individual students. Your instructional objectives should be based on your state and/or district
content standards. Your instructional objectives must include outcomes in content knowledge,
skill/performance, and reasoning abilities. You will also need to create an assessment plan
designed to measure student performance before (pre-assessment), during your instructional
sequence (formative assessments), and after (post-assessment). Finally, you need to analyze and
reflect on your instructional design, educational context and degree of learning gains
demonstrated by your students.
P-12 and secondary majors will select one of their classes for the TWS.
Recognize that some classes will not meet every day.
The following are format requirements for your work (Do not delete or add to this format):




Your completed work must not exceed 25 pages (12 point font, one-inch margins, single
spaced).
Number pages sequentially.
You must use the cover page provided in the appendix.
Do not include any student names anywhere in your completed assignment. Refer to
5


students by number.
Your cooperating teacher must provide documentation that you have prepared and taught
your TWS on your own. Your cooperating teacher must sign and date this
documentation.
This assignment must be submitted in narrative format with the following section
headings indicated in bold print (suggested page length in parentheses):
1.
Contextual Information and Learning Environment Adaptations (2 pages)
2.
Unit Learning Objectives (2 pages)
3.
Assessment Plan (2 pages)
4.
Instructional Design (5 pages)
 Pre Assessment Analysis (1 page)
5. Analysis of Learning Results (3 pages)
6. Reflection on Teaching and Learning (4 pages)
Attachments:
 Assessments: A copy of each assessment given and scoring criteria (e.g., answer
key, scoring rubric, etc.).
 Learning Gain Scores: Completed calculations of pre-post score gains
(instructions on page 28).
 Lesson Plans: Provide a copy of all lesson plans designed for your TWS. Use the
lesson plan you used in your methods courses.
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Integrity Guidelines and Penalties
Integrity Guidelines
Students are requested to sign and date the cover sheet which states that their TWS is an
original work completed during student teaching at Site 1. Also, the cooperating teacher must
sign the cover sheet agreeing that the material taught was the student teacher’s original work.
Academic integrity means that student teachers engage in scholarly activity that is
conducted honestly and responsibly. Student teachers show academic integrity by not falsifying
or misrepresenting their work in writing the TWS. The TWS must the candidate’s own original
work.
Examples of violation of academic integrity:




Submitting a TWS that was prepared by someone other than the teacher candidate.
Submitting a TWS that was previously written in an earlier course.
Submitting a TWS that contains fabricated contextual, numerical, or other data.
Extensively collaborating with others in writing the TWS. Having others plan what you
will teach during student teaching is not acceptable. However, you may gain advice from
your cooperating teacher, your university supervisor, or a peer in regard to best practice,
objectives, and assessments. It is highly recommended that you have someone proofread
your paper for grammatical purposes.
Penalties
 Failure to acquire the cooperating teacher’s signature will result in one point being
deducted from the final score of the TWS. Do not wait until the last day you are at Site 1
to obtain this signature. You will not be allowed to contact your cooperating teacher in
regard to your TWS after you leave Site 1.
 Failure to turn in your TWS on time will result in 5 points deducted. For every day it is
late, another 5 points will be deducted.
 Missing components and appendices will result in 5 points deducted for each missing
component.
 Submitting a TWS that falls under the examples listed above will result in the teacher
candidate receiving a failing grade for the TWS and EDUC4131as well as the possibility
of expulsion from the program.
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Teacher Work Sample Prompt and Rubric
Factor 1 Contextual Information
Standard: The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences. (INTASC 1) The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning environments that
enable each learner to meet high standards. (INTASC 2)
1. Describe the class in terms of number of students, ethnicity/cultural make-up, gender, and
socio-economic status.
2. Describe the classroom environment. In your discussion include the physical classroom
environment, the classroom community environment, and the classroom management
techniques used by the cooperating teacher.
3. Describe the community environment. What does the neighborhood look like? Are their
businesses in the area? If so, are they involved in the school? To what degree are the
parents involved in the school?
4. Identify the students who are on an IEP, RtI, or in a gifted/talented program. Include the
reason for being on an RtI plan or on an IEP. If in a gifted/talented program, tell what the
program is like. If there are no students in any of the categories listed, give a rationale as
to why you chose to write your TWS on this particular class.
5. Describe the developmental characteristics of the students in the class in the following
areas:
a. Physical
b. Social
c. Intellectual
Be specific in your discussion of the developmental characteristics. DO NOT STATE
THE STUDENTS ARE NORMAL FOR THEIR AGE GROUP. You may refer back to
specific theorists (Piagetian stage, ZPD, Maslow, etc.) studied in your classes.
6. Identify your subgroups (i.e., gender, SES, race, family makeup, previous musical
experience, etc.). You must have at least three. Discuss why you chose each of the
subgroups.
7. Discuss the class and subgroups in terms of knowledge and skill level. Be specific about
individual students, the subgroups, and the class.
8. How does the information provided thus far affect your instruction and assessment of the
class as a whole, the subgroups, and individual students? Provide information on how
you will differentiate instruction and assessment for your students.
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Rubric for Factor 1 Contextual Information
rating
indicator
0
Standard not met
1
Standard partially
met
2
Standard met
Student
description (Q1)
Classroom
environment
(Q2)
Community
environment
(Q3)
Addresses 1-2 aspect
of the students
Addresses 1 aspect of
the classroom
Addresses 2-3 aspects
of the students
Addresses 2 aspects of
the classroom
Addresses 3-4 aspects
of the students
Addresses 3 aspects of
the classroom
Gives vague
description of the
community
Describes in detail the
neighborhood,
business involvement,
and parental
involvement
Students on IEP,
RtI, or G/T
program (Q4)
No evidence in
identifying students
Vague description of
neighborhood;
describes either the
business involvement
or the parent
involvement
General description of
students
Developmental
characteristics
(Q5)
Addresses 1 of 3
areas of development
or gives vague
description of all 3
0-2 subgroups
identified
Subgroups (Q6)
Prior
knowledge/skill
level (Q7)
Gives vague
description of prior
knowledge/skill level
of class, subgroups,
or students
Differentiation
of instruction
and assessment
(Q8)
Provides vague
evidence of
differentiated
instruction and
assessment for the
class, subgroups, or
students
Addresses 2 of 3 areas
of development or
gives some description
of all 3
3 subgroups identified
with general
explanation of choice
Gives description of
prior knowledge/skill
level of class,
subgroups, or students
Provides evidence of
differentiation of
instruction and
assessment for the
class, subgroups, or
students
Score
Detailed description of
students; rationale
given if no students
are identified
Addresses 3 areas of
development in detail
3 subgroups identified
with detailed
explanation of choice
Gives thorough
description of prior
knowledge/skill level
of the class,
subgroups, and
students
Provides detailed
evidence of
differentiation of
instruction and
assessment for the
class, subgroups, and
the students
Total possible points (16)
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Factor 2: Unit Learning Goals and Objectives
Standard: The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context. (INTASC 7)
List your unit learning objectives in the table below for this instructional sequence. Use
higher level objectives when possible. 2/3 of your objectives must be written at a higher level
which includes the skill/performance objectives and the reasoning objectives. Lesson objectives
should be clearly stated, developmentally appropriate, aligned with Oklahoma state standards
and described in terms of pupil performance – NOT activities. Show the alignment between
your objectives and Oklahoma state standards.
Grade Level:
Content Area:
Oklahoma state standard:
Content Knowledge Objectives:
1.
2.
Skill/Performance Objectives:
3.
4.
Reasoning Objectives:
5.
6.
1.
2.
3.
4.
Standard #
Bloom’s Taxonomy
What will your students learn upon mastery of the objectives?
Discuss the alignment of your objectives to the standard chosen.
Describe why you feel the objectives are developmentally appropriate.
Explain your choice of Bloom’s taxonomy category for each of your objectives.
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Rubric for Factor 2
rating
indicator
Content
knowledge
objectives (x2)
(Table)
0
Standard not met
1
Standard partially
met
2
Standard met
Absent (no
knowledge objectives
listed)
Objective written;
objective represents
knowledge or
comprehension; not an
activity
Objectives clearly
written; objectives
represent a balance of
knowledge and
comprehension; not
activities
Objectives clearly
written; objectives
represent application
– not activities.
Objectives clearly
written; objectives
represent analysis,
evaluation and/or
synthesis; not
activities
Detailed evidence
provided to show
importance of mastery
of objectives
Evidence provided
showing alignment of
each objective to the
chosen standards
Evidence provided as
to the developmental
appropriateness for
each objective written
Skill/performance Absent (no skill/
performance
objectives (x2)
objectives listed)
(Table)
Objective written;
objective represents
application – not an
activity.
Objective written;
objective represents
analysis, evaluation, or
synthesis; not activities
Reasoning
objectives (x2)
(Table)
Absent (no reasoning
objectives listed)
Importance of
Mastery of
Objectives (Q1)
No evidence provided Some evidence
to show importance of provided to show
mastery of objectives importance of mastery
of objectives
No evidence showing Some evidence
alignment of
showing alignment of
objectives to
objectives to standards
standards
No evidence provided Some evidence
as to the
provided as to the
developmental
developmental
appropriateness of
appropriateness of
objectives
some objectives
Absent (no Bloom’s
Bloom’s taxonomy
taxonomy listed in
choices discussed;
table or discussed)
some choices not
appropriate
Alignment of
objectives (Q2)
Developmentally
appropriateness
(Q3)
Bloom’s
taxonomy (Q4)
Score
Each Bloom’s
taxonomy choice
discussed; all choices
appropriate
Total points possible (20)
Factor 3: Assessment Plan
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Standard: The teacher understands and uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s
decision making. (INTASC 6)
The table below is your plan for assessing each of the objectives listed in Factor 2.
Remember that this is just your plan for assessment; once you begin teaching, you may have to
change your plans to accommodate your students. You must have a pre/post assessment and a
minimum of two formative assessments. These assessments should show the progress of
students in your class toward your learning objectives. The pre/post assessment must cover all
the objectives written in Factor 2 and must be the same assessment. The formative assessments
must include a variety of formats which may include performance assessments or tasks which
require integration of knowledge, skills, and reasoning ability. Examples of formative
assessments include matching, T/F, fill in the blank, short answer, essay with rubric, observation
checklists with rubric, performance with rubric, games, using manipulatives, etc. Each
assessment must be measurable. If the school district in which you are student teaching requires
you to use Marzano’s Four Levels of Understanding, you must include in the narrative an
explanation of how it was used. Refer to Factor 1 in regard to modifications. You need to
consider your sub-groups, students with special needs, students on RtI tiers, and students who
may be in a gifted/talented program.
Assessment Plan Table
Type of Assessments
Pre-Assessment
Formative
Assessment
Formative
Assessment
Post-Assessment
Learning
Objectives
List by
number
List by
number
List by
number
List by
number
Format of Assessment
Modifications
A clean copy of your assessment(s) and scoring criteria (keys, rubrics, etc.) should be in the
appendix. List each in your Table of Contents.
Answer the following questions:
1. Explain how the assessments specifically address each of the objectives. In your
explanation defend the format of the assessment in relation to developmental level and
content.
2. Explain why you chose each of these assessments to attain your stated learning
objectives. Discuss the congruency between your pre/post assessment and your
formative assessments.
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3. Describe why you think the assessments are challenging.
4. Describe why your assessments are reliable and valid and how the assessments accurately
measures knowledge, skills, and reasoning ability.
5. How did you ensure your students understood your assessment instructions?
6. Explain the minimal level of acceptable student performance in measurable terms. Refer
back to Factor 2 objective criteria.
7. Explain the modifications made for students with special needs, RtI tiers, and/or in
gifted/talented programs.
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Factor 3 Assessment Plan Rubric
rating
indicator
0
Standard not met
1
Standard partially
met
2
Standard met
Explains and defends
choice of assessments
in relation to
developmental level
and content; includes
multiple assessment
formats including
either performance
assessments or tasks
which require
integration of
knowledge, skills, and
reasoning abilities
Assessments
specifically addresses
each of the objectives;
plan demonstrates the
use of assessment
throughout the
instructional
sequence; uses
identical pre/post
assessment; formative
assessments are
congruent with
pre/post assessment
and matches criteria
in objectives
Assessments are
challenging (e.g.,
tasks are not
simplistic; test can
discriminate between
students who attain
the outcome and those
that cannot. Students
should not be able to
answer correctly if
they have missed
class, not paid
attention, guessed,
etc.)
Assessment
Format (Q1)
No explanation or
defense of
assessments;
assessments show
only one format
Explains choice of
assessments with some
relation to
developmental level
and content; includes
multiple formats but
all formats are
paper/pencil based
and/or do not require
the integration of
knowledge, skills, and
reasoning ability
Assessment Plan
(Q2)
No description of
assessment plan;
pre/post assessment is
not identical; no
congruency between
formative assessments
and pre/post
assessment
Assessments address
most of the objectives;
demonstrates some use
of assessment
throughout the
instructional sequence;
uses identical pre/post
assessment; formative
assessments show
some congruency with
pre/post assessment
but does not match
criteria in objectives
Assessment
Challenge (Q3)
Assessments are
overly easy (e.g.,
requires only simple
responses, gives
answers away, easy to
guess, etc.) or too
difficult
Assessments are not
uniformly challenging
Score
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Assessment
reliability and
validity (Q4)
Not addressed
Assessment
instructions (Q5)
No explanation given
Assessment
criteria (Q6)
Response does not
cover criteria listed
Assessment
modifications
(Q7)
No modifications
made in regard to
students with special
needs, RtI, or
gifted/talented
Explains reliability and
validity in relation to
assessments given
Thorough explanation
of reliability and
validity in regard to
all assessments given
Explains how
Explains how
assessment instructions assessment
are understandable for instructions are
some students
understandable to
ALL students
Response covers one
All criteria for
or two of the criteria
assessments are
listed
described in
measurable terms.
(e.g., not
“performance”,
“activity”,
“worksheet”, as
descriptive criteria);
assessment covers
essential content and
skills from what may
be covered during
instruction; specifies
the point at which
students successfully
meet the attainment of
the learning objective.
Limited modifications Specific modifications
made for students with made for students
special needs, RtI, or
with special needs,
gifted/talented; some
RtI, and/or
rationale given if no
gifted/talented;
modifications are made thorough rationale
given if no
modifications are
required
Total possible points (14)
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Factor 4 Instructional Design
Standard: The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self-motivation. (INTASC 3) The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences
that make these aspects of the discipline accessible and meaningful for learners to assure mastery
of the content. (INTASC 4) The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem solving
related to authentic local and global issues. (INTASC 5) The teacher plans instruction that
supports every student in meeting rigorous learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context. (INTASC 7) The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways. (INTASC 8)
Pre-assessment Analysis
Provide tables showing your pre-assessment data results for the each student in the class
as well as each subgroup. Your table should show the final score (in percentages) along with the
results for each objective. Example:
Student #
1
2
Pre-assessment score
Obj. 1
Obj. 2
Obj. 3
Answer the following questions based on your analysis of the pre-assessment data.
1. What did you learn about the prior knowledge/skills/abilities of the students in your class
as individuals and as a whole based on your pre-assessment data?
2. What did you learn about the selected subgroups of students (e.g., students who perform
similarly on the pre-assessment)? Cite specific evidence from the assessment data that
led you to these conclusions about the class and about the subgroups of students.
3. How did your analysis of the pre-assessment data influence how you designed the
learning activities for your class as a whole? For the students in your subgroups? Be
specific.
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Instructional Design Table
Provide an instructional design table outlining your instructional design for the unit in the
order you plan to present the instructional activities. (You may create the table using landscape
page formatting if wider columns are needed.)
Time Learning
Objectives
Day
1
Day
2
Day
3
Day
4
Instructional Activities
Assessment(s)
Modifications
Instructional Design Plan
Upon completion of your unit of instruction, answer the following questions.
1. Why were the activities sequenced in this way? Discuss the developmental
appropriateness of the activities and the alignment of your activities to your objectives.
2. Discuss how the instruction addressed different learning strategies. Address use of
Gardner’s multiple intelligences and/or learning styles/modalities.
3. How did you encourage students’ use of critical thinking, problem solving, and
performance?
4. Describe how you integrated cross-disciplinary skills. In what ways did you integrate
content areas and topics within the subject area you taught? (Ex.: For EC and ELEM
majors – in teaching a science unit about space, reading books about planets integrates
across disciplines by using literacy as well as integrating within the topic as planets are
just one aspect of learning about space. For secondary majors – in teaching about the
civil war, integrating across disciplines would encompass using the book Killing Lincoln
by Bill O’Reilly and Martin Dugard for literature; integrating within the topic would be
to discuss the geography of the battle grounds. For music majors – in teaching rhythm,
integrating across the disciplines would be using song in book form; integrating within
the topic would be discussing the differences in rhythms from other cultures.)
5. Explain your use of best practices to promote positive social interaction, self-motivation,
and active engagement in learning. Provide evidence of group work (assigned and selfselected.) If no group work is utilized, provide a rationale as to why you chose not to use
assigned or self-selected grouping. Refer back to your methods courses and LIA when
discussing best practices used.
6. What communication techniques did you use to foster:
a. Active inquiry
b. Collaboration
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c. Supportive classroom interaction
7. Describe your instructional resources and why you included them. How was technology
(e.g., audio-video, document camera, computers, calculators, adaptive, SMART Board,
etc.) integrated into your activities? Provide a rationale if no technology was integrated.
Provide a reference page in the appendix that details all resources used during teaching
(textbook, teacher’s manual, web pages, etc.) See rubric on page 24 in regard to reference
page.
8. How did your actual implementation of the instruction differ from your original design
for instruction? Explain the reasons for modifications (if any) of your original design for
instruction. Include changes in your use of instructional resources.
9. What modifications were made to your instructional design based upon the contextual
data gathered in Factor 1?
10. What feedback did you give to students based on your analysis of their work? Refer to
your written comments on the students’ work and explain any other form of feedback you
gave to students. Include evidence for checking for understanding.
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Factor 4 Instructional Design Rubric
rating
indicator
0
Standard not met
Pre-assessment
Tables (table)
No pre-assessment
tables
Pre-assessment
Analysis (Q1, 2, 3
following table)
No pre-assessment
analysis
Instructional
design (table and
Q1)
No instructional
design table; no
discussion on
developmental
appropriateness or
alignment of activities
to instruction
Learning
strategies (Q2)
Only 1 or 2 strategies
are incorporated
throughout the unit
and/or the strategies
reflect only the more
common/traditional
types/levels of
learning (e.g., relies
mostly on direct
instruction, visual,
verbal-linguistic,
paper-pencil)
Critical thinking
and problem
solving (Q3)
Does not promote
critical thinking or
problem solving in
unit; relies on
students rote or recall
learning
1
Standard partially
met
2
Standard met
Pre-assessment tables
present but difficult to
interpret
Pre-assessment
analysis discusses prior
knowledge and skills
of class but shows no
specificity or the
degree of influence for
the design of the unit
Design table shows
progressively
sequenced activities;
discussion evident of
developmental
appropriateness and/or
alignment of activities
to instruction
A variety of
instructional strategies
are incorporated
throughout the unit;
strategies reflect a
variety of types/levels
of learning but most
are of the more
common/traditional
type; some strategies
actively involve
students in critical
thinking, problem
solving, or authentic
performance.
Pre-assessment tables
present and are easily
read and interpreted
Pre-assessment
analysis details
specific students and
subgroups prior
knowledge and skills
which influence the
design of the unit
Design table shows
progressively
sequenced activities;
detailed discussion of
developmental
appropriateness and
alignment of activities
to instruction
Multiple instructional
strategies utilizing
multiple types/levels
of learning are
incorporated
throughout the unit;
application of
multiple intelligences
and learning styles is
evident; most
strategies actively
involve students in
critical thinking,
problem solving, or
authentic performance
tasks.
Provides detailed
evidence of
promotion of critical
thinking and problem
solving throughout
the design of the unit
Provides some
evidence of promotion
of critical thinking and
problem solving
throughout the design
of the unit
Score
19
No integration across
or within content
areas is discussed
Integration is discussed
in terms of either
across content areas or
within the content area
Best practice (Q5) No discussion of best
Discusses some use of
best practices used but
does refer to specific
best practice
instructional strategies;
provides for assigned
grouping but not selfselected grouping
Integrating
across and within
content areas
(Q4)
practice; no grouping
evident; provides no
rationale concerning
lack of student
grouping
Communication
in regard to
inquiry,
collaboration,
and interaction
(Q6)
Technology;
instructional
resources (Q7)
Implementation
of design (Q8)
Unit design does not
include procedures
for active inquiry,
collaboration or
interaction; all
activities are preplanned by teacher;
students not
responsible for
learning outcomes;
motivation based on
extrinsic rewards
Instructional design
does not include
technology or a
rationale for the
exclusion of
technology; relies
only on teacher’s
manual for resources
Students given some
responsibility for their
own learning; teacher
maintains control over
inquiry, collaboration
and interaction; most
strategies based on
extrinsic motivational
procedures
No rationale given as
to why no
modifications were
made during
Some modifications
made from original
design based upon preassessment or
Technology is used
without due regard to
learning outcomes
(used as an add-on to
fulfill the
requirements); used
teacher’s manual and
one outside resource
Integration is
discussed in terms of
both across the
content areas and
within the content
area
Discusses best
practices used
throughout the unit
design; refers to
specific best practice
instructional
strategies; provides
for grouping
(assigned and selfselected); provides
rationale if no
grouping is used
Procedures for giving
students responsibility
for their own learning
through inquiry,
collaboration and
interaction is evident
throughout unit;
motivation is
achieved through
student interest and is
intrinsically based
Technology is
integrated throughout
instruction and makes
a meaningful
contribution to
learning or an
instructionally sound
rationale is given for
the exclusion of
technology; describes
two or more outside
resources used as well
as the teacher’s
manual
Explains any
modifications made
from original design
based upon pre-
20
Modifications to
instructional
design (Q9)
Feedback to
students (Q10)
instructional design
formative assessment
or some rationale
given as to why no
modifications were
made
No adaptations made
based on preassessment, formative
assessment results or
teacher does not
adequately defend
their choice to not
make adaptations
(teacher treats class as
“one size fits all”)
No feedback given to
students; no evidence
in instructional design
of checking for
understanding
Describes general
adaptations based on
pre-assessment results
but does not link
specific results to
specific adaptations
Feedback given to
students in written
comments or oral
communication form
only; some evidence of
checking for
understanding in
instructional design
assessment and/or
formative assessment
or rational is given as
to why no
modifications were
made
Describes specific
adaptations for
specific students and
sub-groups based on
pre-assessment results
or adequately defends
the choice to not
make adaptations
Feedback given to
students through
written comments and
oral communication;
evidence of checking
for understanding
throughout the
instructional design
Total possible points (24)
21
Factor 5 Analysis of Learning
Standard: The teacher understands and uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s
decision making. (INTASC 6)
Provide a table showing the comparison of the pre/post assessment in percentages for
each student as well as each subgroup. Your table should include the pre-assessment, postassessment, post-assessment by objective, and the learning gain total. Example:
Student
#
PrePostassessment assessment
score
score
Learning Obj. 1
gain
score
Obj. 2
Obj. 3
1
2
Calculate learning gain scores in percentages by using the learning gain score worksheet and
submit the worksheet and learning gain scores in the appendix. Answer the following questions
upon completion of the tables and calculations.
1. What did your analysis of the learning results tell you about the degree to which each of
your learning objectives were achieved for the class as a whole and for each subgroup of
students? Discuss specific evidence from the pre- and post-assessment data to support
your answer. Make sure you address and evaluate the learning of all students. Be
specific. Provide examples of specific students – in other words “who got what” and
“who didn’t get what”.
2. Was the available instructional time adequate to cover all the stated learning objectives?
Why or why not?
3. Do the assessment results accurately reflect the degree of learning students demonstrated
during the classroom activities? Explain.
22
Factor 5 Analysis of Learning Results Rubric
rating
indicator
0
Standard not met
1
Standard partially
met
2
Standard met
Tables (table)
No tables present; no
learning gain score or
calculations provided
Analysis of
learning (Q1)
No data provided on
the achievement of
individual learning
objectives or only
whole group
achievement data
provided
Tables present but
difficult to interpret;
learning gain scores
calculated but no
completed worksheet
Data provided shows
evidence of
achievement for
subgroups, wholegroup and for
individual students but
does not provide
evidence on the degree
that each met
individual objectives
Most learning
objectives were
covered and assessed
in the available
instructional time
frame; some rationale
given if not
accomplished
Explanation of how the
assessment results
reflect the degree of
learning of the students
during the instruction
of the unit
Tables are easily read
and interpreted;
learning gain scores
and worksheet
provided
Evaluation given for
each individual and
subgroup identified in
contextual and preassessment analysis
on each objective
(provides evidence
that it is known “who
got what” and “who
didn’t get what”)
All learning
objectives were
covered and assessed
in the available
instructional time
frame; rationale given
if not accomplished
Instructional time Learning objectives
were not covered
(Q2)
Assessment
results (Q3)
within the available
instructional time
frame; no rationale
given for not
accomplishing the
unit
No explanation given
regarding the
assessment results of
the degree of learning
of the students during
the instruction of the
unit
Score
Thorough explanation
of how the assessment
results reflect the
degree of learning of
the students during
the instruction of the
unit
Total possible points (8)
23
Factor 6 Reflection on Teaching and Learning
Standard: The teacher engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of his/her choices and actions on
others (learners, families, other professionals, and the community), and adapts practice to meet
the needs of each learner. (INTASC 9)
Reflect on your teaching and yourself as a learner. Answer the questions below using
anecdotal references when appropriate.
1. What did you learn about your students and the extent to which each of the learning
objectives were met? (provide anecdotal references) What type of feedback did your
students give to you concerning your teaching or the unit taught? What do you think
were the greatest barriers for your students in achieving the learning objectives?
2. What best practices did you use to promote motivation and engagement in your
instruction? (cite a learning theorist) What best practices did you use to promote
appropriate behavior and community in your classroom? (Cite a classroom management
theorist).
3. How did your learning objectives, instruction, and assessment data align?
4. What activities were successful (cite two)? What activities needed strengthening or
modification (cite two)? Why were these activities successful or unsuccessful? What
would you do differently the next time you teach this unit?
5. Reflect on your teaching. What would help you improve the teaching of the objectives in
this unit of instruction? What was your most significant learning insight from teaching?
6. What professional goals do you have planned for the future? (cite workshops or classes
that you plan to take – be specific, e.g., Great Expectations workshop, Kodaly
certification, conference)
24
Factor 6 Reflection on Teaching and Learning Rubric
rating
indicator
0
Standard not met
1
Standard partially
met
2
Standard met
Interpretation of
Student Learning
(Q1)
No evidence or
reasons provided to
support conclusions
drawn in analysis of
student learning; no
anecdotal references
included; no student
feedback in regard to
the unit taught or
teaching; no barriers
identified
Provides evidence but
no reasons or
hypotheses to support
conclusions drawn in
analysis of student
learning; some
anecdotal references
included; some
references to student
feedback in regard to
the unit taught or
teaching; limited
barriers identified
Insights on Best
Practice (Q2)
Provides no ideas or
inappropriate ideas
for redesigning
instruction or for
addressing
inappropriate
behavior
Alignment of
Learning
Objectives,
Instruction, and
Assessment (Q3)
Discussion shows no
alignment among
objectives,
instruction, and
assessment results
Reflection on
Activities (Q4)
Discussion shows no
reflection on
successful and
unsuccessful
activities; no
Provides ideas for
redesigning instruction
but offers no rationale
for why these changes
would improve student
learning; provides
ideas for promoting
appropriate behavior
and community but
offers no rationale for
why these changes
would improve student
learning
Discussion displays
some sense of
alignment but
misunderstanding of
conceptual gaps are
present
Discussion shows
reflection on activities
but no reflection on
how to improve
instruction
Uses evidence to
support conclusions
drawn in analysis of
student learning;
explores multiple
hypotheses for why
some students or subgroups did not meet
specific learning
goals; provides
anecdotal references
from students;
includes discussion in
regard to student
feedback in regard to
the unit taught or
teaching; describes
barriers confronted
during instruction
Provides ideas for
redesigning
instruction and for
promoting appropriate
behavior and
community (cites
learning theorist and
classroom
management theorist);
explains why these
modifications would
improve student
learning
Discussion clearly
connects learning
objectives, effective
instruction, and
assessment results
Discussion shows
reflection on
activities, how to
improve those
activities, and how to
Score
25
Reflection on
Teaching (Q5)
reflection on how to
improve instruction
No reflection on
improvement of
teaching; no
significant learning
insight discussed
Professional
Development
(Q6)
Provides no
professional learning
goals or inappropriate
learning goals
improve instruction
Superficially explores
ways to improve
teaching; some
significant learning
insights discussed
Presents professional
learning goals which
are either vague or not
strongly related to the
insights and
experiences described
in this section
Thoroughly explores
ways to improve
teaching based on
theory or research;
significant learning
insights discussed
Presents professional
learning goals that
clearly emerge from
the insights and
experiences described
in this section;
describes plans for
meeting these goals
through specific
professional
development, course
work, or conferences
Total possible points (12)
26
Writing and References
The teacher candidate should submit a well written document detailing their experiences
during the teaching of this Teacher Work Sample. Teacher candidates should also provide
references for any material used during this unit that is not original. A reference page using APA
style should be placed in the appendix.
0
Standard not met
Writing
Conventions
(spelling,
punctuation,
grammar,
coherent) (x2)
Reference page
1
Standard partially
met
6-10 errors in
2-5 errors in spelling
spelling and/or
and/or punctuation;
punctuation; run on some run on
sentences; writing is sentences; writing is
disorganized and
somewhat organized
incoherent
and somewhat
coherent
No reference page
Reference page
or reference page
provided but has
provided is not in
multiple errors
APA format
2
Standard met
Score
0-1 error in spelling
and/or punctuation;
no run on sentences;
writing is organized
and coherent
Reference page
provided; no errors
Total Possible Points (6)
27
Cover Sheet (place at beginning of document)
Oklahoma Christian University Teacher Work Sample:
Analysis of Student Learning
Candidate Name:
Date Submitted:
Name of School where
data was collected:
TWS Content Area:
Grade level:
This is verification that the candidate submitting this Teacher Work Sample has designed and
taught this unit of study. To the best of my knowledge, this unit was an original work compiled
by the student teacher.
Signature of Cooperating Teacher:________________________________________________
Printed Name of Cooperating Teacher:____________________________________________
My signature indicates that this is original work completed during my student teaching at Site 1.
I understand that obtaining, or attempting to obtain, a passing grade on my TWS by falsification
or misrepresentation may result in a failing grade and/or expulsion from the teacher education
program.
Signature of Teacher Candidate:_________________________________________________
Submit two copies of your completed TWS to Dr. Rhonda Morris. Late submissions will be
penalized 5 points and missing sections/appendices will be penalized 5 points for each
missing section/appendices from the final grade calculation. Failure to secure signature of
cooperating teacher will result in 1 point deducted from the final grade.
28
Instructions for Learning Gain Scores
You must calculate a learning gain score for each individual student. When an individual student
has score higher on their post-test than they did on the pre-test (which is the common case), you
must use the first formula given below to determine their individual gain score. When a student
scores lower on their post-test than they did on their pre-test, you must use the second formula
given below to calculate their individual gain score. Once you have figured every students gain
score, you must calculate the average gain score for the class.
Formula for positive gain (i.e., when an individual student scores higher on their post-test
than on their pre-test):
Post-assessment% – Pre-assessment%
(100% - Pre-assessment)
Pre-assessment is the percent correct on pre-unit assessment; post-assessment is the percent
correct on the post unit assessment.
Ex. For student #1 below: 70% - 45% = 25%
100% – 45% = 55% = .45
Student #1 demonstrated a gain of 25 percentage points out of a potential 55 percentage points
that they could have gained. Thus, they gained .45 (or 45%) of the possible percentage points
they could have gained from pre to post assessment.
Formula for negative gain (i.e., when an individual student scores higher on their pre-test
than their post-test):
Ex. For student #2 below: 50% – 75% = -25%
100%– 75% = 25% = -1.00
Student #2 could have gained up to 25 percentage points, but instead lost 25 percentage points
(or 100% of what they could have gained).
Student scores below are in percentage correct.
Student PrePostStudent
#
assessment assessment gain
score
score
score
1
45%
70%
.45
2
75%
50%
-1.00
3
60%
80%
.50
4
40%
40%
.00
5
65%
70%
.14
6
90%
95%
.50
7
53%
59%
.13
8
60%
90%
.75
9
40%
95%
.92
10
42%
45%
.05
11
58%
88%
.71
12
24%
30%
.08
13
45%
89%
.80
Total Average Gain Score
.31 (or 31% learning gain for the entire class on average)
29
A Glossary of Terms
For the purpose of work sample methodology, the following terms have these definitions:
Academic Performance and Achievement: Information about previous student performance
which could be used to plan instruction (e.g., grades, standardized tests, cumulative folder,
anecdotal records, interviews with teachers, etc.).
Assessment Reliability and Validity: Assessment reliability has to do with how accurately a
test or test item measures the actual attainment of a fact, concept or skill. Therefore, a reliable
test contains items that are difficult to get right just by guessing, and that do not give hints to the
answer. A reliable rubric assessment is one that, when used by several different judges, produces
the same score for same performance by an individual student. Validity has to do with how well
the assessment measures what it says it measures, or how well it measures your lesson
objectives. Asking two or more teachers to read the assessment and give feedback as to whether
or not they see it is a fair means of assessing student learning for the unit is one means of
addressing issues of validity (called face validity). Another way may be identifying similarities
between how you observe children performing in the classroom (or on other tests) and how they
perform on related areas on your test (called construct validity). Verifying that the language of
the assessment is the language of the content presented to, or read by, the class is also a check on
validity (called content validity).
Classroom Environment: Information related to issues of culture, safety, classroom
management, physical environment, and socio-personal interaction which have potential to
influence the learning environment.
Community: Information about the school district or city/town as well as the attendance center
that defines the community of learners in the school or classroom. Such information should
focus on definitive student characteristics to which the teacher should pay attention to and use in
planning and delivering instruction in order to help all students achieve the unit learning goals.
Content Knowledge Objective: A knowledge objective requires students to define, list,
memorize, name, recall, recognize, recite or record. For the purposes of this work sample,
higher knowledge level objectives may involve student comprehension where students
demonstrate that they understand the meaning of what they have learned by describing,
discussing, explaining, expressing, identifying, locating, or reporting.
Disaggregation of Data: Organizing and reporting data from the pre-assessment and/or postassessment to show the achievement (learning gain) for subgroups present in the classroom
(males v. females, ESL v. native speakers, identified students v. non-identified students, low
achievers on the pre-assessment v. those who did better, racial or ethnic groups v. majority, etc.).
You do not need to do all of these, just those you deem pertinent.
Formative Assessment: Those assessments of student performance (formal or informal) made
during the unit to give both teacher and student feedback regarding learning and the possible
need for either enrichment or remediation.
30
Goals: General learning standards or outcomes. Goals are supported by more specific learning
objectives.
Learner-centered Instruction: Classroom learning activities in which the learner and not the
teacher is the center of focus. The teacher may serve as facilitator but not as presenter or director.
The student works independently or in a small group that is in charge of the learning sequence,
timing, goal setting, and production of evidence of learning.
Learning Context: Information about the school, community, or individual students that should
impact the manner in which the teacher plans, executes, and assesses learning for all students in
the class.
Learning Gain Score (LGS): The difference between pre- and post- assessment scores. The
formulas for determining the LGS and the format for the reporting sheet can be found at the end
of the TWS Prompt and Rubric.
Moderately Challenging: An assessment is moderately challenging if only a few of the items or
tasks can be performed correctly without having the experience of instruction. Most of the items
or tasks require students to comprehend, combine, synthesize, analyze or transform knowledge
or skills. Only a few of the items require simple skills, rote behaviors or memory of simple facts.
Modifications and Adaptations: Those adjustments in preparation and delivery of instruction
and monitoring the learning environment that are made by a teacher to meet the special learning
needs of any students. It also includes adjustments deemed necessary by the teacher to provide
fair treatment of students during the assessments of learning.
Post Assessment: An assessment of student performance made at the conclusion of instruction
which, when compared with the pre-assessment will define the student’s gain in learning. Both
pre- and post-assessments must use the same assessment device or at least use the same rubric or
observation device to score performance.
Pre-Assessment: The measurement of student ability, skills, or knowledge before formal
instruction has occurred. Such assessment sets a baseline for the measurement of student
achievement.
Reasoning Objective: A reasoning objective requires students to understand and/or synthesize
and/or make judgments about information, knowledge and ideas. Students analyze, calculate,
compare, criticize, differentiate, distinguish between, examine, create, organize, propose,
compose, appraise, assess, and evaluate.
Resources: Classroom resources could include but are not limited to invited speakers, movies,
tapes, books, equipment, and non-print materials.
Rubric: An assessment tool that defines quality of performance as well as identifying skills,
knowledge, or concepts possessed by the student.
Skill/Performance Objective: A skill objective requires students to apply the information that
they have learned. Students apply, demonstrate, illustrate, practice, translate, interpret or
dramatize. Lower skill objectives may require students to reproduce simple behaviors. Higher
skill objectives are more authentic and require students to synthesize skills.
Technology, Use of: What candidates must know and understand about information technology
in order to use it in working effectively with students and professional colleagues in the (1)
delivery, development, prescription, and assessment of instruction; (2) problem solving; (3)
school and classroom administration; (4) educational research; (5) electronic information access
and exchange; and (6) personal and professional productivity.
Unit Learning Objectives: The set of primary objectives set by the teacher to guide the
learning. The unit learning goals are stated in terms of student performance. They may be
supported by lessons which further subdivide the goal into its subordinate tasks.