2A
EDU209AD Field Experience Signature Assignment:
Procedural Task Analysis Rubric
The Signature Assignment for this course requires the
following:

Create one procedural task analysis (in outline
form) for a student identified with a physical
and/or health impairment. You must include at
least 6-8 steps. Please email your instructor for
pre-approval of your task analysis before you
begin. (InTASC 1(b), 5(c), 7(b) CEC 3, 7)

Before submitting the final product to your
instructor, please present the procedural task
analysis to someone who knows the task well
enough to check for understanding and
completeness of task. Reflect on the feedback
you received from this person. Did you make
any changes to your procedural task analysis
based on the feedback? If so, what changes?
(InTASC 1(k), 9(n))
2A
Indicator
Exceeds
Create one procedural
task analysis (in outline
form) for a student
identified with a
physical and/or health
impairment. You must
include at least 6-8
steps.
The student
creates a detailed
procedural task analysis that
is developmentally
appropriate which takes into
account individual learners’
strengths, interests, and
needs and that enables each
learner to advance and
accelerate his/her learning.
A. developmentally appropriate
instruction that takes into account
individual learners’ strengths,
interests, and needs and that
enables each learner to advance
and accelerate his/her learning.
(InTASC 1(b); CEC 3)
20 points
B. The student facilitates learners’
use of current tools and resources
to maximize content learning in
varied contexts. (InTASC 5(c))
The student creates a
detailed procedural task
analysis that facilitates
learners’ use of current tools
and resources to maximize
content learning in varied
contexts.
20 points
Meets
Approaches
Falls Far Below
The student
creates a
procedural task
analysis that is
developmentally
appropriate which
takes into account
individual learners’
strengths, interests,
and needs and that
enables each learner
to advance and
accelerate his/her
learning.
The student
creates a partial
procedural task
analysis that is
developmentally
appropriate which
takes into account
individual learners’
strengths, interests,
and needs and that
enables each learner
to advance and
accelerate his/her
learning.
The student does not
create a procedural task
analysis that is
developmentally
appropriate which takes
into account individual
learners’ strengths,
interests, and needs and
that enables each
learner to advance and
accelerate his/her
learning.
16 points
12 points
The student creates a
procedural task
analysis that facilitates
learners’ use of current
tools and resources to
maximize content
learning in varied
contexts.
The student creates a
partial procedural task
analysis that facilitates
learners’ use of current
tools and resources to
maximize content
learning in varied
contexts.
The student does not
create a procedural task
analysis that facilitates
learners’ use of current
tools and resources to
maximize content
learning in varied
contexts.
16 points
12 points
0 points
0 points
2A
C. The student plans how to
achieve each learner’s learning
goals, choosing appropriate
strategies and accommodations,
resources, and materials to
differentiate instruction for
individuals and groups of learners.
(InTASC 7(b); CEC 7)
The student creates a
detailed procedural task
analysis that demonstrates
how he/she plans to achieve
each learner’s learning
goals, choosing appropriate
strategies and
accommodations, resources,
and materials to
differentiate instruction for
individuals and groups of
learners.
20 points
The student creates a
procedural task
analysis that
demonstrates how
he/she plans to
achieve each learner’s
learning goals,
choosing appropriate
strategies and
accommodations,
resources, and
materials to
differentiate instruction
for individuals and
groups of learners.
The student partially
creates procedural
task analysis that
demonstrates how
he/she plans to
achieve each laerner’s
learning goals,
choosing appropriate
strategies and
accommodations,
resources, and
materials to
differentiate instruction
for individuals and
groups of learners.
16 points
12 points
The student does not
create a procedural task
analysis that
demonstrates how
he/she plans to achieve
each learner’s learning
goals, choosing
appropriate strategies
and accommodations,
resources, and materials
to differentiate
instruction for
individuals and groups of
learners.
0 points
2A
Before submitting the
final product to your
instructor, please
present the procedural
task analysis to
someone who knows the
task well enough to
check for understanding
and completeness of
task. Reflect on the
feedback you received
from this person. Did
you make any changes
to your procedural task
analysis based on the
feedback? If so, what
changes?
A. The student values the input
and contributions of families,
colleagues, and other
professionals in understanding
and supporting each learner’s
development. (InTASC 1(k))
B. The student sees him/herself
as a learner, continuously seeking
opportunities to draw upon
current education policy and
research as sources of analysis
and reflection to improve practice.
(InTASC 9(n))
The student creates a
detailed procedural task
analysis that demonstrates
that the student values the
input and contributions of
families, colleagues, and
other professionals in
understanding and
supporting each learner’s
development.
The student creates a
procedural task
analysis that
demonstrates that the
student values the
input and contributions
of families, colleagues,
and other professionals
in understanding and
supporting each
learner’s development.
20 points
16 points
The student creates a
detailed reflection on his or
her personal practices and
the influence of those
practices on student growth
and learning.
The student creates an
adequate reflection on
his or her personal
practices and the
influence of those
practices on student
growth and learning.
The student creates a
partial reflection on his
or her personal
practices and the
influence of those
practices on student
growth and learning.
12 points
9 points
15 points
The student creates a
partial procedural task
analysis that
demonstrates that the
student values the
input and contributions
of families, colleagues,
and other professionals
in understanding and
supporting each
learner’s development.
12 points
The student does not
create a procedural task
analysis that
demonstrates that the
student values the input
and contributions of
families, colleagues, and
other professionals in
understanding and
supporting each
learner’s development.
0 points
The student does not
reflect on his or her
personal practices and
the influence on those
practices on student
growth and learning.
0 points
2A
Grammar/Mechanics
Nearly error-free. Reflects
thorough proofreading for
grammar and spelling.
5 points
Occasional
grammatical errors.
Spelling has been
proofread.
4 points
Frequent errors in
spelling, grammar, and
punctuation.
Unacceptable and
incomplete grammar and
spelling.
3 points
0 points
Total:
100 points
Rubric Notes:
“Detailed” =
Exceeds
“Meets”
"Partially" =
"Approaches"
“Vague,
Limited, or
does not
attempt”
=“Falls Far
Below”
•
Responds to the assignment in an exemplary fashion.
•
Maintains a strong sense of purpose and organization throughout.
•
Provides relevant, specific, and convincing supporting details.
•
Follows directions adequately.
•
Is primarily presented in a purposeful and well-organized manner.
•
Contains mostly relevant supporting details.
•
Follows directions at a minimum.
•
Purpose and organization are existent but weak.
•
Elaboration and explication are minimal where necessary.
•
Follows directions unevenly.
•
•
Purpose is not clear and answer is disorganized.
Makes very general statements or repeats ideas; lacks elaboration and explication where necessary.