The Assessment Rubric provides general frameworks the faculty will consider when assessing students' progress in each area (pedagogy, artistry, professionalism as well as the components of the annual review).
The rubric offers only a starting point, however. Every student is unique and possesses different extant skills, aptitudes, and experiences. Given students' diverse backgrounds and short-term and long-term professional goals, faculty work with students on individual bases to determine the most appropriate criteria for assessing each their performance. While the rubric provides a general sense of the goals students should strive to achieve, faculty will use their discretion when assessing student achievement.
| Category | Exceptional | Effective | Pass | Fail |
|---|---|---|---|---|
| Pedagogy | Consistently designs exceptionally strong theatre/drama-based lessons. Shows an excellent ability to facilitate sessions with K-12 students. Demonstrates strong commitment to reflexive praxis. Actively promotes and implements inclusive practices, showing advanced skills in engaging with diverse groups and adapting teaching methods to meet varied needs. |
Designs effective theatre/drama-based lessons. Effectively facilitates sessions with K-12 students. Demonstrates commitment to reflexive praxis. Shows competence in working with diverse groups, consistently applying inclusive practices and adapting approaches to different cultural contexts. |
Designs basic theatre/drama-based lessons with guidance. Shows potential in facilitating sessions with K-12 students. Demonstrates awareness of reflexive praxis and attempts to apply it. Shows genuine interest in theatre education and willingness to work with diverse groups. |
Fails to demonstrate adequate pedagogical skills or knowledge. Unable to design or facilitate effective theatre/drama-based lessons. Shows little to no commitment to reflexive praxis or working with diverse groups. |
| Artistry | Envisions, creates, or significantly contributes to the creation of exceptional artistic projects at least three times annually. | Envisions, creates, or significantly contributes to the creation of high-quality artistic projects at least twice annually. | Makes meaningful contributions to the creation of high-quality artistic projects at least twice annually. | Fails to make meaningful contributions to artistic projects. Work is of poor quality or incomplete. Unable to meet the minimum requirement of two projects annually. |
| Professionalism | Consistently exhibits extraordinary respect for others and context-appropriate attitudes, enthusiasm & engagement. Consistently offers helpful / competent feedback & receives criticism with grace. Consistently on time and fully prepared for courses, meetings, rehearsals, etc. |
Frequently exhibits respect for others and context-appropriate attitudes, enthusiasm, and engagement. Frequently offers helpful / competent feedback & receives criticism with grace. Frequently on time and fully prepared for courses, meetings, rehearsals, etc. |
Usually exhibits respect for others and context-appropriate attitudes, enthusiasm, and engagement. Generally offers helpful / competent feedback & receives criticism with grace. Usually on time and fully prepared for courses, meetings, rehearsals, etc. |
Frequently disrespectful or inappropriate in attitude or behavior. Unable to give or receive feedback constructively. Frequently late or unprepared for courses, meetings, or rehearsals. |
| Portfolio | Provides comprehensive, accurate, and current information. Demonstrates deep understanding and insight into theatre and teaching techniques and practices. Reflects advanced critical thinking and artistic interpretation. Easy to read and navigate (links and files work correctly, free from typos, etc.). |
Presents thorough and accurate information. Shows solid understanding of theatre and teaching techniques and practices. Reflects good critical thinking and artistic interpretation. Easy to read and navigate (links and files work correctly, free from typos, etc.). |
Provides adequate and generally accurate information. Demonstrates basic understanding of theatre and teaching techniques and practices. Reflects basic critical thinking and artistic interpretation. Minimal typos and grammar errors and/or broken links. |
Information is or may be incomplete or inaccurate. Shows developing or limited understanding of theatre and teaching techniques and practices. Various typos and grammar errors and/or missing information and/or broken links. |
| Self-Assessment Letter | Demonstrates profound and insightful reflection on personal experiences and learning. Explores deep connections between experiences and personal or professional growth. Provides detailed and specific examples to support reflections. Meets the minimum word count required. |
Provides thoughtful reflection on personal experiences and learning. Makes clear connections between experiences and growth. Provides specific examples to support reflections. Meets the minimum word count required. |
Offers basic reflection on personal experiences and learning. Makes some connections between experiences and growth. Provides some specific examples, but they may be general or limited in detail. Meets the minimum word count required. |
Reflection is limited or surface-level. Makes few (or no) connections between experiences and growth. Lacks evidence to support reflections. Does not meet the minimum word count required. |
| Resume | Exceptionally well-organized and professional. Highlights key achievements and skills relevant to theatre education. Free of errors and tailored to the field. | Well-organized and professional. Clearly presents relevant experience and skills. | Adequately organized. Includes relevant information but may lack some detail or polish. | Poorly organized or unprofessional. Lacks relevant information or contains significant errors. |
| CV | Comprehensive and well-structured. Demonstrates extensive relevant experience, skills, and achievements in theatre education. Perfectly formatted and error-free. |
Well-structured with good detail on relevant experience and skills. Demonstrates a strong background in theatre education. Minor formatting or grammatical issues, if any. |
Covers relevant information. May lack some detail or polish. Structure could be improved and / or may contain a few errors. |
Incomplete or poorly structured. Lacks critical information relevant to theatre education. Contains multiple errors or is formatted unprofessionally. |