AY3002: Assessment Strategies and Methods: Analyze essential assessment strategies and methods used to support young children’s development and learning. Written Response Sub
AY3002: Assessment Strategies and Methods: Analyze essential assessment strategies and methods used 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.
At the end of the template, list the references you used to support your responses.
Item 1
Explain the role of observation in understanding young children’s development and learning. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
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Topic 1: Essential Assessment
Strategies |
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Explain the role of observation in
understanding young children’s development and learning. LO 1: Explain
the role of observation in understanding young children’s development and
learning |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response is
clear, accurate, and complete. |
Item 2
Rubric
Explain the anecdotal note observational strategy, including the strengths and challenges associated with its use. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 1: Essential
Assessment Strategies |
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Analyze the anecdotal note
observational strategy, including the strengths and challenges associated
with its use. LO 2: Analyze
the anecdotal note observational strategy |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response is
clear, accurate, and complete. |
Item 3
Analyze the critical role of documentation in understanding young children’s development and learning. Include at least two documentation procedures to illustrate your response. (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: Essential
Assessment Strategies |
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Analyze the critical role of documentation in
understanding young children’s development and learning. Include at least two
documentations procedures to illustrate your response.
LO 3: Analyze
the role of documentation in understanding young children’s development and
learning
|
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response is
clear, accurate, and complete. |
Item 4
Explain how checklists are commonly used in early childhood settings, including their strengths and challenges. (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:
Essential Assessment Strategies |
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Explain how checklists are commonly
used in early childhood settings, including their strengths and challenges. LO 4: Explain the use of checklists in
early childhood settings |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response is
clear, accurate, and complete. |
Items 5 and 6 are based on the following scenario:
Ms. Diallo is a new preschool teacher at a center where conferences with families are held twice a year. Ms. Diallo wants to make sure that when conference time comes around, she is prepared to communicate children’s progress and challenges in physical, cognitive, social, and emotional domains of development. She also wants her discussions with families to be based on samples of children’s work that evidence their development and learning throughout the year. She has come to you seeking advice.
Item 5
Explain to Ms. Diallo how portfolios are an effective strategy to document children’s development and learning over time. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 2:
Portfolios and Performance-Based Assessment |
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Explain how portfolios are an
effective strategy to document children’s development and learning over time.
LO 1: Explain
the effectiveness of portfolios for documenting children’s development and
learning |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response is
clear, accurate, and complete. |
Item 6
Explain at least three strategies Ms. Diallo can use to ensure the portfolios developed are comprehensive and include an authentic representation of children’s development and learning. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 2: Portfolios and Performance-Based Assessment |
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Explain at least three strategies to
ensure the portfolios developed are comprehensive and include an authentic
representation of children’s development and learning. LO 2: Explain
strategies to support the development of authentic and comprehensive
portfolios |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response is
clear, accurate, and complete. |
Item 7
Explain the purpose and at least three common uses of performance-based assessments within early childhood settings. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 2:
Portfolios and Performance-Based Assessment |
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Explain the purpose and at least three
common uses of performance-based assessments within early childhood settings.
LO 3: Explain
the purpose and common uses of performance-based assessments within early
childhood settings |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response is
clear, accurate, and complete. |
Item 9
Explain the purpose of the following and provide an example of how each might be appropriately used in an early childhood setting:
· Screening assessment
· Instructional assessment
· Diagnostic assessment
(3 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
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Topic 3: Formal Assessment |
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Explain the purpose of the following
and provide examples of how each might be appropriately used in an early
childhood setting: Screening assessment, Instructional assessment, and
Diagnostic assessment. LO 1: Explain
the purpose of screening, instructional, and diagnostic assessments |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response is
clear, accurate, and complete. |
Item 9
Explain why it is important that diagnostic assessments:
· are culturally and linguistically relevant,
· include a variety of data sources, and
· incorporate the family’s perspective on the child’s strengths and challenges. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 3: Formal Assessment |
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Explain why it is important that
diagnostic assessments are culturally and linguistically relevant, include a
variety of data sources, and incorporate the family’s perspective on the
child’s strengths and challenges. LO 2: Explain characteristics of diagnostic
assessments |
Response is
missing. |
Response is
vague, inaccurate, and/or incomplete. |
Response is
clear, accurate, and complete. |
Item 10
Mrs. Mooney, a third-grade teacher at Circle Lake Elementary, is a strong believer in standardized testing for primary grade children. Her colleague and best friend, Miss Humphries, is just as passionate in her belief that standardized testing is inappropriate for young children. Summarize each of their positions. (2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not
Present |
1 Needs
Improvement |
2 Meets
Expectations |
|
Topic 3: Formal Assessment |
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Summarize positions on standardized
testing for young children. LO 3:
Summarize positions on standardized testing for young children |
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 Skill: Written Communication. This skill counts toward your achievement of the Competency and the Professional Skill.
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 |
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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. |
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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. |
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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. |
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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. |
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 sources to explain essential assessment
strategies and methods to support young children’s development and
learning. |
Responses to the items use information
from multiple, relevant sources to demonstrate a thorough understanding of
essential assessment strategies and methods to support young children’s
development and learning. ¨Yes ¨No |