I need help making a rubric off of my lesson plan. Can anybody help.

STMED 260 Curriculum, Methods, and Assessment Name ________________________________

Unit 3: Assessment Date ________________

Performance Assessment

Objective: Upon completion of this unit, students will be able to design a performance-based assessment that is consistent with the behavioral objectives and the basic principles of measurement (Wisconsin Teacher Standards 8).

Description: A performance assessment is an activity that requires students to “demonstrate performance of certain skills or to create products that meet certain standards of quality” (Stiggins, 2008, p. 155). In this assignment, you will develop a rubric to measure student learning on a performance assessment that measures one of the behavioral objectives in your Learning Activities Plan. The rubric below is a rubric to measure your ability to create a rubric (LOL).

Criteria	Unsatisfactory (1 point)	Emerging (2 points)	Basic (3 points)	Proficient (4 points)	Distinguished (5 points)	Score
Format: Provide a course title, unit title, assignment title, and your name at the top; provide an area to record the scores on the right of the table.	1 of the 5 requirements are met.	2 of the 5 requirements are met with many errors.	3 of the 5 requirements are met with some errors.	4 of the 5 requirements are met with few errors.	All of the requirements are met without any errors.
Learning Target: Include a detailed learning target (course goal, outcome, or behavioral objective) that will be assessed by the rubric.	A detailed learning target is NOT provided or is NOT assessed by the rubric.	A vague learning target is provided with many errors and is assessed by the rubric.	A somewhat detailed learning target is provided with some errors and is assessed by the rubric.	A detailed learning target is provided with few errors and is assessed by the rubric.	A very detailed learning target is provided without any errors and is assessed by the rubric.
Description: Describe the learning activity that is assessed by the rubric in a few sentences.	The learning activity is NOT clearly described.	The learning activity is somewhat clearly described with many errors.	The learning activity is mostly clearly described with some errors.	The learning activity is clearly described with few errors.	The learning activity is clearly described without any errors.
Criteria: Identify the criteria for assessing the performance in the left column. The criteria should be clear, observable, measurable, and appropriately sequenced.	The criteria are NOT clear, observable, measurable, and appropriately sequenced with many errors.	A few of the criteria are clear, observable, measurable, and appropriately sequenced with many errors.	Some of the criteria are clear, observable, measurable, and appropriately sequenced with some errors.	Most of the criteria are clear, observable, measurable, and appropriately sequenced with few errors.	All of the criteria are clear, observable, measurable, and appropriately sequenced without any errors.
Levels of Performance: The levels of performance are titled along the top with point values, described in the rubric, and sequenced appropriately from low to high performance.	The levels of performance are NOT titled, described, and sequenced.	The levels of performance are poorly titled, described, and sequenced with many errors.	The levels of performance are adequately titled, described, and sequenced with some errors.	The levels of performance are titled, described, and sequenced well with a few errors.	The levels of performance are titled, described, and sequenced very well without any errors.
TOTAL (25 Points Possible)

Written Assessment

Objective: Upon completion of this unit, students will be able to design written assessments that are consistent with the behavioral objectives and the basic principles of measurement (Wisconsin Teacher Standards 8).

Description: A traditional written assessment measures student learning on a quiz or test using selected response items (e.g. true and false, multiple choice, or matching questions) and constructed response items (e.g. fill in the blank questions, essay questions, or problems). In this assignment, you will develop a written assessment using multiple question types to measure student learning relative to the behavioral objectives you identified in your Learning Activities Plan.

Criteria	Unsatisfactory (1 point)	Emerging (2 points)	Basic (3 points)	Proficient (4 points)	Distinguished (5 points)	Score
Test Format: Provide a course title, unit title, and your name at the top. Group the questions by section (selected response before constructed response), topic, and difficulty. Provide a title and clear set of directions for each section.	0-1 of the 5 requirements are met.	2 of the 4 requirements are met with unclear directions or many errors.	3 of the 5 requirements are met with somewhat clear directions or some errors.	4 of the 5 requirements are met with mostly clear directions or few errors.	All of the format requirements are met with very clear directions and no errors.
Selected Response Questions: Include at least four multiple choice questions AND at least four questions of another selected response item (e.g. true and false or matching). It could be four true and false questions or one matching item with at least four parts.	Did NOT include any selected response questions.	Included only one type of selected response question.	Did NOT include the required number of selected response questions or with some errors.	The required number of selected response questions are written with few errors.	The required number of selected response questions are written with no errors.
Constructed Response Questions: Include at least two essay questions (where students use academic language) AND at least two questions of another constructed response item (e.g. fill-in-the-blank, short answer, label diagram, graphing, or problems). The essay questions should be last.	Did NOT include any constructed response questions.	Included only one type of constructed response question.	Did NOT include the required number of constructed response questions or with some errors.	The required number of constructed response questions are written with few errors.	The required number of constructed response questions are written with no errors.
Answer Sheet & Key: Include THREE blank answer sheets and ONE completed answer key with the correct or model answers, the number of points for each question, and the grading criteria to explain how partial credit is assigned.	Did NOT include answer sheets and answer key.	Included answer sheet OR answer key.	Answer sheets AND answer key are provided with correct answers for each question with some errors.	Answer sheets AND answer key are provided with correct answers and points with few errors.	Answer sheets AND answer key are provided with answers, points, and partial credit with no errors.
Test Blue Print: Include a test blueprint to show the behavioral objectives and the alignment of the test questions to the behavioral objectives and Bloom’s Taxonomy. Include at least two questions for each objective and at least three questions above the knowledge level of Bloom’s Taxonomy.	Did NOT align test questions to the objectives and Bloom’s Taxonomy.	The test questions are aligned to the objectives OR Bloom’s Taxonomy.	The test questions are aligned to the objectives AND Bloom’s Taxonomy with some errors.	The test questions are aligned to the objectives AND Bloom’s Taxonomy with few errors.	The test questions are aligned to the objectives AND Bloom’s Taxonomy with no errors.
TOTAL (25 Points Possible)