Student Name: ________________________________

Element Excellent (A) Good (B) Needs Improvement (C ) The setting and students: What is the context of the case?   The case provides a clear description of the relevant details about the school and classroom setting. A description of the community may also aid the reader in understanding the context of the case.   The description of the context is not clear or lacks some relevant details about the school, classroom, and community setting.   The description is not clear and is lacking in many relevant details about the school, classroom, or community setting.   The students in the classroom are described in terms of both who they are individually (culturally, linguistically, ethnically, personally) and who they are as a group (group dynamics, classroom community, student-to-student interactions).   The students in the classroom are described, but the description is lacking in some relevant details about the individuals or about the class as a group.   The students in the classroom are described, but the description is lacking in many relevant details about the individuals or about the class as a group.   The students are described in terms of their prior knowledge of and experience with the content that is addressed in the case.   The students' prior knowledge of content is addressed minimally.   Students' prior knowledge is not addressed. Educational goals: What did the teacher intend the students to learn?   The case describes what the teacher intended the students to learn during the instructional sequence, i.e., conceptual understandings, new skills, metacognitive processes, attitudes, or behaviors.   The case describes what the teacher intended the students to learn during the instructional sequence, but is lacking in some relevant details.   The case minimally describes what the teacher intended the students to learn during the instructional sequence.   The learning goals are clear to the reader and the learning experiences are described in enough detail for the reader to have a basic understanding of the content being taught.   The learning goals are clear to the reader, but are lacking in enough detail for the reader to have a basic understanding of the content being taught.   The learning goals are not clearly presented and it is difficult for the reader to understand the content being taught   The case provides the curricular context for the learning goals and describes how these goals fit into the broader context of the course or the current unit.   The case is lacking in some relevant details of how the learning goals fit into the broader context of the course or the current unit.   The case is lacking in most relevant details of how the learning goals fit into the broader context of the course or the current unit. Case scenario: How did the events of the case unfold?   The case has a clearly developed narrative that: -communicates the teacher's intentions and expectations for how the teaching and learning would unfold; -explains any problems, difficulties, or surprises that emerged during or after the instruction; -discusses the students' reactions or responses; -describes the teacher's thinking and next steps.   The case narrative is not fully developed, lacking in some of the narrative components, or the narrative is complete but not clearly developed, making it difficult for the reader to follow the story.   The case narrative is not fully developed, lacking in some of the narrative components and is not clearly developed, making it difficult for the reader to follow the story.   Both the teacher's reaction and the students' reaction to the instructional sequence are described with supporting evidence, i.e., dialogue exchanges, examples of students' responses to assignments, descriptions of teacher and student actions, and descriptions of the teachers' thoughts and reactions during instruction.   The case does not describe both the teacher's reaction and the students' reaction to the instructional sequence, or both perspectives are offered but the supporting evidence is lacking in relevant detail.   The case does not describe both the teacher's reaction and the students' reaction to the instructional sequence, and the supporting evidence is lacking in relevant detail. Analysis / Interpretation: How does the teacher make sense of what happened?   The case explains how the teacher made sense of what happened by examining what the teacher thought worked and what didn't work with regard to student learning and understanding.   The case explains how the teacher made sense of what happened, but is lacking in some relevant details.   The case explains how the teacher made sense of what happened, but is lacking in many relevant details   The analysis provides reasons, motives, and rationale for why the teacher thinks the instruction and learning unfolded as they did.   The analysis provides reasons, motives, and rationale for why the teacher thinks the instruction and learning unfolded as they did, but the explanations are not fully developed.   The analysis provides minimal or no explanation for why the teacher thinks the instruction and learning unfolded as they did.   The analysis draws upon larger, theoretical ideas about learners and learning, transfer, culture, curriculum, instructional design, and teaching methods that help support the hypotheses and explanations in the case. These ideas may be drawn from the readings in this course of other courses.   The analysis draws upon larger, theoretical ideas about learners and learning, but the connections to these ideas are not fully developed.   The analysis draws minimally upon larger, theoretical ideas about learners and learning. Reflection: What does the teacher (author) learn from the case?   The case looks retrospectively at the events presented and addresses the question of what might be done differently in future instruction.   The case addresses the question of what might be done differently in future instruction, but the ideas are not fully developed.   The case minimally addresses the question of what might be done differently in future instruction.   The teacher's reflection explores what has been learned from the case and suggests how future decisions about curriculum, instructional design, pedagogy, or other aspects of teaching might be affected by this new understanding.   The teacher's reflection explores what has been learned from the case and suggests how future teaching decisions might be affected by this new understanding, but the ideas are not fully developed.   The teacher's reflection minimally explores what has been learned from the case and does not offer suggestions for how future teaching decisions might be affected by this new understanding. Quality of writing: Giving attention to the crafting the case.   The case engages the reader, using vivid language and details of the interaction and holds the reader's interest by presenting a provocative or compelling story.   The case engages the reader with a clearly developed story, but is lacking in details.   The case engages the reader, but the organization makes it difficult to follow the story or the story is told in broad, generic terms with no supporting detail.   The theme is clear and is captured in the case title that describes "what this is a case of."   The theme is difficult to discern. The title may or may not help answer the question, "What is this a case of?"   The theme is not clear and the question of "what is this a case of?" is not answered.   The organization of case is easy to follow.   The organization of case is subtle, but the case can still be understood.   The organization of case is not easy to follow.   Writing is clear and uses conventions (grammar, spelling, etc.) appropriately.   Writing is somewhat clear and conventions are sometimes used (grammar, spelling, etc.) appropriately.   Writing is not clear and does not use conventions (grammar, spelling, etc.) appropriately.   The case includes appropriate citations to the research ideas that are referenced.   The case includes reference to appropriate ideas, but no citations to the research.   The case does not include appropriate reference to ideas or citations to the research Overall: Does the case teach other teachers?   The narrative selected for the case is case-worthy--it addresses an important area of learning and teaching, an uncertainty or dilemma that other teachers can identify with, and has the potential to stimulate other teachers to reflect on their own work.   The narrative selected for the case is case-worthy, but the teaching dilemma is not clearly explained.   The narrative selected for the case is not case-worthy.   The case successfully shows how the specific classroom situation reflects broader ideas about learning and teaching and provides evidence that the case author has learned from his or her own experience.   The case describes the specific classroom situation, but does not fully explain how the situation reflects broader ideas about learning and teaching.   The case describes the specific classroom situation but does not reflect how the situation reflects broader ideas about learning and teaching.