Overview on how panels run:

5 minutes before the scheduled time, panelist 1 (the person who posted the Zoom link) will open the Zoom room.
At the scheduled time, the student will join you.
Make sure everyone has a moment to introduce themselves, and then give the student the ability to share their screen.
The student has 10 minutes to share their presentation.
Please cue them when they have 1-2 minutes remaining.
Please don't let them run over time by more than 1-2 minutes.
Use up to 10 minutes to ask questions about the lesson.
Thank the student for their presentation and let them log out.
One panelist will open the scoring form, share their screen, and the panelists will confer on the scores entering them in the form when a decision is reached.
The panelists will determine actionable feedback to provide the student, writing it directly to the student as such: Annie, you demonstrated your high level of content knowledge as you discussed this lesson. Next time you are going to present on your teaching, we encourage you to...
When both panelists are happy with the comment, press the Submit button and move on to the next panelist (if one is scheduled).

Scoring materials:

Scoring Guidance:

Assessments are scored using rubrics that link assessment criteria directly to PSTs. Since candidates are in coursework that covers the PSTs and thorough coverage of the PSTs is crucial to candidate success, it is important to link assessment directly to the PSTs.

These rubrics are intended to be formative. Candidates are scored on their rubric in order to determine areas of strength and areas for growth. Faculty (particularly seminar faculty) are urged to work with candidates on creating SMART goals, based on their formative feedback (see attached example for this process). Given that candidates receive grades for their assessments on their transcripts, here is the proposed grading scale:

Pass – If a candidate shows up for or submits their assessment on time (or with an agreed-upon extension), and their work is clearly related to the focus of the assessment (e.g., they don’t show up for a panel, explain they have no idea what to do, and then leave the panel) the candidate receives a score of pass.

Marginal pass – A candidate would receive a marginal pass if they show up or submit work but it is dramatically off topic for the given assessment. In this instance, candidates would be required to meet with someone in student services to make a plan for future success, which would likely include repeating the assessment. Once this is complete, a grade change can be submitted to shift the grade to a pass.

Fail – A candidate would receive a failing grade if they do not submit or show up for an assessment, and no explanation is given or extension requested. In these instances, after meeting with student services, a redo may be allowed (at the discretion of student services), allowing for a grade of pass to replace the failing grade.