This rubric evaluates an autobiographical essay for an education foundations course. It assesses students on discussing their educational background and how it relates to becoming an educator, work experience and roles, extracurricular or service activities, reasons for choosing education as a career, and long-term professional goals. The rubric also evaluates students' writing clarity and following the designated APA format. Points are awarded based on thoroughly, adequately, or not meeting the standard for each category in the student's autobiographical essay.

1. Student Name: ___________________________ Instructor: Billing
AUTOBIOGRAPHICAL ESSAY SCORING RUBRIC: EDUC 201 Foundations of Education
ICTS 9: The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continually
engaged in purposeful mastery of the art and science of teaching.
Pts Standard Not Met (0) Standard Acceptable (5) Standard at Target (10)
Adequately discusses
Does not discuss educational Thoroughly discusses
Discusses educational educational background
background or special educational background and
background and touches on special
experiences special experiences
experiences
Recognizes that Displays clear and sufficient
Acknowledges how his or her Does not acknowledge how
educational background evidence that educational
education has contributed to education contributed to
has contributed to background has contributed
his or her development as a development as a professional
development as a to development as a
professional educator educator
professional educator professional educator
Discusses work experience Adequately discusses work Thoroughly discusses work
Does not discuss work
and particular roles and experience and roles and experiences and clearly
experience and/or roles and
responsibilities to work responsibilities related to relates roles and
responsibilities
experiences work experiences responsibilities
Acknowledges how his or her Recognizes that work Displays clear and sufficient
Does not acknowledge how
work experience, roles, and experiences, roles, or evidence that work
work experiences, roles, or
responsibilities has responsibilities has experience, roles, or
responsibilities contributed to
contributed to his or her contributed to responsibilities has
development as a professional
development as a development as a contributed to development
educator
professional educator professional educator as a professional educator
Thoroughly discusses service
Does not discuss service Adequately discusses
Discusses service and/or and/or extracurricular
and/or extracurricular service and/or
extracurricular activities activities that he or she has
activities extracurricular activities
had
Acknowledges how his or her Does not acknowledge how Recognizes that service Displays clear and sufficient
service and/or extracurricular service and/or extracurricular and/or extracurricular evidence that service and/or
activities has contributed to activities contributed to activities has contributed extracurricular activities has
his or her development as a development as a professional to development as a contributed to development
professional educator educator professional educator as a professional educator
Discusses reasons for
Adequately discusses
choosing education as a Does not provide reasons for Thoroughly discusses reasons
reasons for choosing
career and anticipated choosing education as a career for choosing education
education as a career
rewards
Adequately addresses Thoroughly addresses long-
Identifies long-term Does not address long-term
long-term professional term professional goals and
professional goals and how professional goals and how he
goals and how he or she provides concrete examples of
he or she expects to achieve or she expects to achieve
expects to achieve these how he or she expects to
these goals these goals
goals achieve these goals
ICTS 6: The teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and
beyond the classroom.
Writing is generally clear Writing is especially clear and
Writing is unclear and difficult
and understandable understandable; ideas are
Writes effectively in to understandWriting contains
Writing has a few presented convincingly.
communicating ideas many grammar, punctuation,
grammar, punctuation, Writing has no errors in
Writes with clarity word usage, and/or spelling
word usage, or spelling grammar, punctuation, word
errors
errors usage, and/or spelling errors
Generally follows Completely follows designated
Follows designated format Does not use designated
designated APA format format including proper title
(APA) format
using subtitles and subtitles.
TOTAL