Reading Assessment Project Rubric created with TaskStream (www.taskstream.com)
Doesn't Meet Standard  Approaches Standard  Meets Standard  Meets Goal  Your Score
Teacher completes and scores reading assessment: oral accuracy, oral rate, and comprehension Standard 7-Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.
 

10 points

 Reading assessment is incomplete and/or inaccurate. 
 		 All facets of reading assessment have been administered and scored. A few inconsistencies or inaccuracies have been detected in the scoring. 
 		 All facets of reading assessment have been accurately administered and scored.  
 		 All facets of reading assessment have been accurately administered and scored with types of errors indicated for reading accuracy. Child's oral reading was tape recorded. 
 		  
Teacher interprets reading assessment: oral accuracy, oral rate, and comprehension by addressing questions 1-8 (Interpretation of Reading Assessment) Standard 1-Indicator 1: Teachers know the developmental stages of language acquisition.
 

20 points

 Interpretation of reading assessment is incomplete and/or inaccurate. Teacher's writing displays many grammar, punctuation, usage and spelling errors. 
 		 All facets of the reading assessment have been interpreted and described. A few inconsistencies or inaccuracies have been detected in the interpretation. Teacher's writing displays grammar, punctuation, usage and spelling errors. 
 		 All facets of the reading assessment have been accurately interpreted, described, and supported with some clear examples. Teacher's writing is nearly free of grammar, punctuation, usage and spelling errors.  
 		 All facets of the reading assessment have been accurately interpreted, thoughtfully described, and clearly supported with numerous examples. Teacher's writing is completely free of grammar, punctuation, usage and spelling errors.  
 		  
Teacher applies knowledge gained from reading assessment to select developmentally appropriate reading texts as evidenced by choosing appropriate independent and instructional-levels of children's literature Standard 16-Indicator 4: Teachers participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, children’s literature, and software.
 

10 points

 The lists of children's books are incomplete or include many inappropriate selections. 
 		 Teachers select at least five titles of children's literature that are matched to student's (interpreted) independent and instructional reading levels. In a few cases, the books do not accurately match the interpreted reading level. 
 		 Teachers select at least five titles of children's literature which are appropriately matched to student's (interpreted) independent and instructional reading levels. 
 		 Teachers select more than five titles of high quality children's literature which are accurately interpreted and appropriately matched to student's independent and instructional reading levels.