AY3001: Assessment for Young Children: Explain key concepts related to uses of assessment and screening to support young children’s development and learning.
AY3001: Assessment for Young Children: Explain key concepts related to uses of assessment and screening to support young children’s development and learning.
Written Response Submission Form
Your Name:First and last
Your E-Mail Address:Your email here
Instructions
Write your responses where it reads, “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the rubric, which will be used to evaluate your responses.
Scenario: You are the director of an early childhood care and education program. At the next staff meeting, you plan to share school-wide expectations regarding integrating quality, developmentally appropriate assessment into daily practice throughout the year. Answer the following questions to make sure you bring a thorough understanding of quality assessment to your discussion with the infant, toddler, and preschool teachers with whom you work.
Item 1
Explain three purposes of assessment. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 1: Assessment and Its Purpose |
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Explain three purposes of assessment. LO1:
Explain purposes of assessment |
Response
is missing. |
Response
is vague, inaccurate, and/or incomplete. |
Response
is clear, accurate, and complete. |
Item 2
Explain the role of assessment in early intervention. (2 paragraphs)
Your Response
Enter your response here.
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 1: Assessment and Its Purpose |
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Explain the role of assessment in
early intervention. LO2: Explain
the role of assessment in early intervention |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response
is clear, accurate, and complete. |
Item 3
Explain at least two challenges unique to the assessment of dual-language learners. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 2: Fundamentals of Assessment |
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Explain at least two challenges unique
to the assessment of dual-language learners. LO1: Explain
challenges unique to the assessment of dual-language learners |
Response is missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response
is clear, accurate, and complete. |
Item 4
Explain three considerations unique to the assessment of infants and young children. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 2: Fundamentals
of Assessment |
|||
|
Explain three considerations unique to
the assessment of infants and young children. LO2: Explain
considerations unique to the assessment of infants and young children |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response
is clear, accurate, and complete. |
Item 5
Explain the importance of utilizing a strength-based approach to assessment when evaluating the development and learning of young children. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
Topic 2: Fundamentals of Assessment
|
|||
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Explain the importance of utilizing a
strength-based approach to assessment when evaluating the development and
learning of young children. LO3: Explain
the importance of utilizing a strength-based approach to assessment |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response
is clear, accurate, and complete. |
Item 6
Explain three considerations related to assessment timing for young children. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
Topic 2: Fundamentals of Assessment |
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Explain three considerations related to assessment timing for young
children.
LO4: Explain assessment timing considerations for young
children
|
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear,
accurate, and complete. |
Item 7
Consider the assessment information presented in this graph: http://lermagazine.com/wp-content/uploads/2014/09/case-study-kate-chart.jpg
Interpret the data presented, including a brief explanation of how the assessment process represented here reflects at least one principle of assessment for young children. (1-2 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 2: Fundamentals of Assessment |
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Interpret assessment data presented in
graphic form. LO5: Interpret assessment data presented in graphic
form. |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response
is clear, accurate, and complete. |
Item 8
Explain the importance of developmental screening in supporting young children’s healthy development and learning. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 3: Overview and Benefits of
Screening Young Children |
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Explain the importance of developmental screening
in supporting young children’s healthy development and learning.
LO1: Explain the importance of developmental
screening |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response
is clear, accurate, and complete. |
Item 9
Explain the role of developmental screening in early identification. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 3: Overview and
Benefits of Screening Young Children |
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Explain the role of developmental
screening in early identification. LO2: Explain
the role of developmental screening in early identification |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response
is clear, accurate, and complete. |
Item 10
Describe two developmental screening tools in terms of their content and implementation strategies. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
|
|
0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 3: Overview and Benefits of
Screening Young Children |
|||
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Describe two developmental screening
tools in terms of their content and implementation strategies. LO3: Describe
developmental screening tools |
Response is missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response
is clear, accurate, and complete. |
References
Provide a citation for each resource you used to write your response to this Assessment. The following is a sample citation:
· Slentz, K. L., Early, D. M., McKenna, M., Office of Superintendent of Public Instruction Early Childhood Assessment Workgroup, Washington State, Superintendent of Public Instruction, & Washington State Library Electronic State Publications. (2022). A guide to assessment in early childhood: Infancy to age eight. Washington State Office of Superintendent of Public Instruction Early Childhood Assessment Workgroup. https://ospi.k12.wa.us/sites/default/files/2022-12/assessment_print.pdf
Professional Skill Assessment
In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication and Interpreting Data and Quantitative Fluency. These skill counts toward your achievement of the Competency and the Professional Skills.
Professional Skills Rubric
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Written
Communication: Write with clarity, coherence, and purpose. |
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
LO1: Construct complete and correct sentences (AWE 2; Sentence Level
Skills) |
Sentences are
incoherent and impede reader’s access to ideas. |
Sentences are
incomplete and/or include fragments and run-on sentences, limiting reader’s
access to ideas. |
Sentence
structure effectively conveys meaning to the reader. |
|
LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2;
Sentence Level Skills) |
Multiple inaccuracies in grammar and mechanics impede
reader’s access to ideas. |
Some
inaccuracies in grammar and mechanics limit reader’s access to ideas. |
Use of
grammar and mechanics is straightforward and effectively conveys meaning to
reader. |
|
LO3: Create cohesive paragraphs with a clear central idea. (AWE 2;
Paragraph Level Skills) |
Paragraphs,
or lack of paragraphs, impede reader’s access to ideas. |
Construction of main idea and/or supporting paragraphs limit reader’s
access to ideas. |
Main idea and supporting paragraphs
effectively convey meaning to reader. |
|
LO4: Use supporting material to support a claim. (AWE 2; Use of
Evidence) |
Supporting
materials are not present. |
Supporting
material is used inconsistently or inappropriately. |
Supporting
material is used to enhance meaning. Writing is appropriately paraphrased and
uses direct quotes as applicable. |
|
LO6: Identify sources (AWE 2; Credit to Source) |
Sources are
missing. |
Writing
inconsistently identifies or misrepresents sources. |
Writing
clearly identifies the source of non-original material and/or ideas. |
|
Interpreting
Data & Quantitative Fluency: Interpret quantitative data in order to analyze issues and make
decisions. |
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
LO1: Identify conclusions from numeric information presented in
narrative and/or graphic form. |
No
conclusions are made based on numeric information. |
Connections
between conclusions and numeric information are vague or inaccurate. |
Conclusions
identified are appropriately connected to the numeric information. |
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric
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MASTERY RUBRIC |
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Exceeds
Expectations: Analyzes Sources to Make Informed
Conclusions |
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LO1: Analyze multiple, relevant resources supporting the importance of
authentic assessment and screening. |
Responses to the items integrate
information from multiple relevant sources to demonstrate a thorough
understanding of the importance of authentic assessment and screening in
understanding and supporting young children’s development and learning. ¨Yes ¨No |