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Teach! Coursework
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
Effortful Thinking: Exemplars & Misconceptions (95%)
Individualized Feedback 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Individualized Feedback & Follow-up Questions Criteria
● Student’s paper is marked with the code to communicate feedback
● Notes recorded on the Purposeful Monitoring record sheet are accurate and represent students’ proficiency
● Follow-up questions:
○ Are effortful
○ Are targeted
○ Help the student reach the exemplar response to the original question
Ke’shundria Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Reese Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Londell Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
misconception. Language
lacks clarity or purpose.
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
connected to the error. Some
language may be unclear or
imprecise.
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
fully push student thinking.
Language is generally clear
and respectful.
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
student to revise or deepen their thinking.
Luke Unusable
Submission
No Attempt or
Action
Feedback is generic or
misaligned with the student’s
work. Follow-up questions
are missing, closed-ended, or
unrelated to the
Feedback is partially aligned
to the student’s work or
target skill. Follow-up
questions may be vague,
closed-ended, or loosely
Feedback is aligned to the
student’s work and target
skill. Follow-up questions are
mostly open-ended and
relevant, though may not
Feedback directly addresses the individual
student’s work and target skill with clear,
respectful language. Follow-up questions are
open-ended, precisely aligned to the
student’s misconception, and require the
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
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Teach! Coursework
misconception. Language
lacks clarity or purpose.
connected to the error. Some
language may be unclear or
imprecise.
fully push student thinking.
Language is generally clear
and respectful.
student to revise or deepen their thinking.
Show–Call 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Show-Call Criteria
● Uses Economy of Language
● Uses a positive tone when describing the work, even when there is an error.
● Asks students to evaluate the work sample(s).
● Pushes students to elaborate if their responses are incomplete / only partially correct.
● Stamps key takeaways: emphasize the key learning before releasing students to practice.
Show-Call Script Unusable
Submission
No Attempt or
Action
Script is underdeveloped or
vague, with little alignment to
skill or student engagement.
Questions are missing or
ineffective.
Script includes some effort to
engage students but lacks
clarity, specificity, or
open-ended questioning.
Annotations may be minimal
or misaligned.
Script includes mostly neutral
language and prompts for
analysis. One or more parts
(e.g., annotations, questions,
or specificity) may be partially
developed.
Script consistently uses neutral and specific
academic language. All students are
prompted to engage with open-ended
questions and analyze the student work.
Visual annotations effectively focus attention
on the target skill.
Show-Call addresses the correct
knowledge and/or skills indicated in the
Purposeful Monitoring record sheet
Unusable
Submission
No Attempt or
Action
Show-Call is misaligned with
the skill or monitoring data
and does not support the
intended instructional goal.
Show-Call selection loosely
relates to the skill identified
or reflects misunderstanding
of the monitoring notes.
Show-Call generally aligns
with the identified skill,
though some opportunity to
target a more relevant
example may be missed.
Show-Call precisely aligns to the skill or
misconception identified in the monitoring
notes. The selected student work is
representative of the learning goal.
Writing Quality (5%)
0 Points 0 Points 2 Points 4 Points
Clarity & Organization:
Ideas are clear and organized
Unusable Submission Unclear and most information is
disorganized
Some disorganization and/or
individual sentences lack clarity
Presented in an organized way and
communicated clearly
Spelling & Grammar:
Error-free writing leads to credibility & trust
Unusable Submission Many grammatical and/or spelling
errors that impede the reader’s
ability to understand
Some grammatical or spelling errors,
but the reader can generally
understand
Free of errors
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
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