Rubric 17: Analyzing Individual Student Work Samples a. Using the rubric below, score yourself as the teacher candidate and mark the performance level you have chosen: [ ] Emerging [ x ] Proficient [ ] Advanced b. Justification for your choice (refer to evaluation criteria, Student Work Samples, and Assessment Commentary prompt 2): There are a few students who need extra support, but the teacher is aware and creating tailored plans for the students. ] How does the candidate use student work to analyze mathematical errors, confusions, and partial understandings? EMERGING PERFORMANCE PROFICIENT PERFORMANCE ADVANCED PERFORMANCE The analysis is not supported by student work samples. Candidate selects student work samples that are loosely connected to identified student struggles (errors, confusions, or partial understandings). Candidate uses evidence from the 3 focus student work samples to identify the specific student struggles (errors, confusions, or partial understandings). Candidate uses evidence from the 3 focus student work samples to explain the student struggles (errors, confusions, or partial understandings) in relation to the related mathematical concepts. Level 4 plus: Analysis includes explicit connections between the identified area of struggle and underlying mathematical understandings and misconceptions. LOOK FORs: Candidate selects work samples that do not align with identified struggle(s) from the analysis Uses examples from only one or two of the st