—PLEASE READ INSTRUCTIONS FULLY!!!—
Overview
For this Written Response Assessment, you will respond to a series of prompts related to using assessment as an ongoing practice to support children’s development and learning.
Professional Skills: Written Communication is assessed in this Competency.
Instructions
- Download the Written Response Submission Form, which includes the Rubric for this Assessment. Complete the form using the criteria presented in the Rubric.
Access the following to complete this Assessment:
- Nelson, D. (2017, January 18). What's in a shadow? [Blog post]. Retrieved from https://www.naeyc.org/resources/blog/whats-shadow
AY3004: Assessment in the Classroom Context : Analyze teacher strategies for using assessment as an ongoing practice to support learning for young children.
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.
Item 1
Explain three purposes of teacher-designed assessment. (1–2 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: Teacher-Designed Assessments to Support Learning |
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Explain three purposes of teacher-designed assessment. LO1: Explain purposes of teacher-designed assessment |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 2
Analyze two strengths and two weaknesses of teacher-designed assessment, using at least two examples from practice to illustrate strengths and two examples to illustrate weaknesses. (2–4 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: Teacher-Designed Assessments to Support Learning |
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Analyze two strengths and two weaknesses of teacher-designed assessment, using at least two examples from practice to illustrate strengths and two examples to illustrate weaknesses. LO2: Analyze strengths and weaknesses of teacher-designed assessment |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 3
Design a simple assessment task that an early childhood teacher might use to assess a young child’s knowledge or skill for each of the following:
· Sequencing events in a story
· Classifying objects according to their purpose or attributes
· Hopping on one foot
Include a clear and complete objective for each 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 1: Teacher-Designed Assessments to Support Learning |
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Design a simple assessment task that an early childhood teacher might use to assess a young child’s knowledge or skill for each of the following: sequencing events in a story, classifying objects according to their purpose or attributes, and hopping on one foot. Include a clear and complete objective for each assessment. LO3: Design assessment tasks to assess young children |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 4
Write a rationale for the importance of learning objectives when planning assessments. (1–2 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: Teacher-Designed Assessments to Support Learning |
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Write a rationale for the importance of learning objectives when planning assessments. LO4: Explain the importance of learning objectives for assessments |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
The next three items, relate to the blog post,
Item 5
Analyze how Denise Nelson uses assessments that are embedded within learning experiences. Support your analysis with at least two examples of strategies she uses to assess what children are learning as part of their ongoing classroom activities. (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 2: Embedded Assessments to Support Learning |
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Analyze how Denise Nelson uses assessments that are embedded within learning experiences. Support your analysis with at least two examples of strategies she uses to assess what children are learning as part of their ongoing classroom activities. LO1: Analyze use of learning experience-embedded assessments |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 6
Explain the concept of continuous assessment, and give an example of how it is evidenced in the teacher’s practice. (1 paragraph)
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 2: Embedded Assessments to Support Learning |
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Explain the concept of continuous assessment, and give an example of how it is evidenced in the teacher’s practice.LO2: Explain continuous assessment |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 7 Explain the concept of comprehensive assessment and how it is evidenced in the teacher’s practice. (1 paragraph)
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 2: Embedded Assessments to Support Learning |
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Explain the concept of comprehensive assessment and how it is evidenced in the teacher’s practice.LO3: Explain comprehensive assessment |
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 :
· Wortham, S. C., & Hardin, B. J. (2016). Assessment in early childhood education (7th ed.). Boston, MA: Pearson.
Professional Skill Assessment
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. |
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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: Apply relevant experience and academic knowledge to illustrate concepts and/or ideas. |
The early childhood professional effectively selects and develops examples to illuminate analyses of assessment practices for young children · Yes · No |
©2017 Walden University 8
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