ECE354.W5A1.09.2013

Description:


Total Possible Score: 27.00

Develops a Mission Statement

Total: 4.00

Distinguished - Develops a complete mission statement that outlines the purpose of assessment, the plan for including assessment when working with children, how assessment can be used to document children’s work, and how children’s interests and ideas will be used when assessing. Includes a personal position on working with children with developmental delays.

Proficient - Develops a mission statement that mostly outlines the purpose of assessment, the plan for including assessment when working with children, how assessment can be used to document children’s work, and how children’s interests and ideas will be used when assessing. Includes a personal position on working with children with developmental delays. The mission statement is slightly underdeveloped.

Basic - Develops a partial mission statement that somewhat outlines the purpose of assessment, the plan for including assessment when working with children, how assessment can be used to document children’s work, and how children’s interests and ideas will be used when assessing. May not include a personal position on working with children with developmental delays. The mission statement is underdeveloped.

Below Expectations - Attempts to develop a mission statement; however, does not sufficiently outline the purpose of assessment, the plan for including assessment when working with children, how assessment can be used to document children’s work, and how children’s interests and/or ideas will be used when assessing. Does not include a personal position on working with children with developmental delays. The mission statement is significantly underdeveloped

Non-Performance - The mission statement is either nonexistent or lacks the components described in the assignment instructions.


Creates a Partial Portfolio

Total: 5.00

Distinguished - Creates a comprehensive partial portfolio that includes information from observations from Weeks Three and Five, a diagnostic test for the child, and an explanation of its purpose. The partial portfolio is well supported by scholarly sources.

Proficient - Creates a partial portfolio that includes information from observations from Weeks Three and Five, a diagnostic test for the child, and an explanation of its purpose. The partial portfolio is supported by scholarly sources but is slightly underdeveloped.

Basic - Creates a limited partial portfolio that includes information from observations from Weeks Three and Five, a diagnostic test for the child, and an explanation of its purpose. The partial portfolio is minimally supported by scholarly sources and/or is underdeveloped.

Below Expectations - Attempts to create a partial portfolio that includes information from observations from Weeks Three and Five, a diagnostic test for the child, and an explanation of its purpose; however, the partial portfolio is not supported by scholarly sources and is significantly underdeveloped.

Non-Performance - The partial portfolio is either nonexistent or lacks the components described in the assignment instructions.


Develops at Least Three Instructional Goals for Each Developmental Domain

Total: 5.00

Distinguished - Develops at least three comprehensive instructional goals for each developmental domain. Provides corresponding classroom activities that will be used to help the child reach the goals.

Proficient - Develops at least three instructional goals for each developmental domain. Provides corresponding classroom activities that will be used to help the child reach the goals. One of the goals or activities is slightly underdeveloped.

Basic - Develops at least two instructional goals for each developmental domain. Provides corresponding classroom activities that will be used to help the child reach the goals. One of the goals or activities is underdeveloped.

Below Expectations - Develops at least two instructional goals for each developmental domain. Provides corresponding classroom activities that will be used to help the child reach the goals. The goals and/or the activities are significantly underdeveloped.

Non-Performance - The instructional goals and corresponding classroom activities are either nonexistent or lack the components described in the assignment instructions.


Creates a Recommendation Plan for Helping the Child Continue His or Her Growth and Development at Home

Total: 4.00

Distinguished - Creates a comprehensive recommendation plan for helping the child continue his or her growth and development at home. Includes an explanation for how to talk with parents about assessments and the information gained from them. Provides three activities as well as instructions for each that the parents of the child can work on at home.

Proficient - Creates a recommendation plan for helping the child continue his or her growth and development at home. Includes an explanation for how to talk with parents about assessments and the information gained from them. Provides three activities as well as instructions for each that the parents of the child can work on at home. The recommendation plan is slightly underdeveloped.

Basic - Creates a limited recommendation plan for helping the child continue his or her growth and development at home. Includes a partial explanation for how to talk with parents about assessments and the information gained from them. Provides three activities as well as instructions for each that the parents of the child can work on at home. The recommendation plan is underdeveloped.

Below Expectations - Attempts to create a recommendation plan for helping the child continue his or her growth and development at home; however, does not include a sufficient explanation for how to talk with parents about assessments and the information gained from them. Provides at least two activities and instructions for each that the parents of the child can work on at home. The recommendation plan is significantly underdeveloped.

Non-Performance - The recommendation plan is either nonexistent or lacks the components described in the assignment instructions.


Discusses the Most Appropriate Early Intervention Program for the Child

Total: 5.00

Distinguished - Comprehensively discusses the most appropriate early intervention program. If none of the programs is appropriate, clearly states why each is not appropriate using data from the assessments to support the position.

Proficient - Discusses the most appropriate early intervention program. If none of the programs is appropriate, states why each is not appropriate using data from the assessments to support the position. Minor details are missing.

Basic - Partially discusses the most appropriate early intervention program. If none of the programs is appropriate, vaguely states why each is not appropriate, but data from the assessments to support the position may not be used. Relevant details are missing.

Below Expectations - Attempts to discuss the most appropriate early intervention program or, if none of the programs is appropriate, to state why using data from the assessments to support the position; however, significant details are missing.

Non-Performance - The discussion of the most appropriate early intervention program is either nonexistent or lacks the components described in the assignment instructions.


Written Communication: Evidence and Sources

Total: 0.50

Distinguished - Demonstrates consistent use of reliable, appropriate sources and/or evidence to support ideas that are situated within the discipline and genre of the writing.

Proficient - Demonstrates mostly consistent use of reliable sources that are appropriate to the discipline and genre of the writing. Sources offer some support to the ideas in the writing.

Basic - Demonstrates somewhat inconsistent use of sources that are mostly reliable to the discipline and genre of the writing. Sources offer very little support to the ideas in the writing.

Below Expectations - Inconsistently utilizes sources and/or evidence in the writing. Such sources/evidence may also be unrelated, offering no support to the ideas in the writing.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Context and Purpose for Writing

Total: 0.50

Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Basic - Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident, but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Below Expectations - Organization and presentation of content is extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Quantitative Literacy: Application/Analysis

Total: 1.00

Distinguished - Uses the quantitative analysis of data as the foundation for profound and thoughtful judgments, drawing perceptive, competent conclusions from this work

Proficient - Uses the quantitative analysis of data as the foundation for competent judgments, drawing rational and proficient conclusions from this work.

Basic - Uses the quantitative analysis of data as the foundation for conceivable judgments, drawing ordinary conclusions from this work.

Below Expectations - Attempts to use the quantitative analysis of data as the foundation for basic judgments and is hesitant about drawing conclusions from this work.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Control of Syntax and Mechanics

Total: 0.50

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: APA Formatting

Total: 0.50

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic - Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Page Requirement

Total: 0.50

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages.

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.  

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Resource Requirement

Total: 0.50

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.