assignment week 3

Curriculum-Linked Assessment
In the discussion forums this week we learned about the use of screening assessments as a tool to indicate a potential concern about a child’s learning and development. After administering screening assessments, a typical next step is to evaluate any areas of concern that were indicated on the screener. One way in which this is accomplished is through creating learning activities and curriculum linked assessments. “If every intentional activity that goes on in education is part of the curriculum, then these activities should be assessed to determine if children are making progress in the curriculum” (text, section 7.1) Doing this allows for opportunities to assess and evaluate the child’s performance to see where his/her true areas of need are and to determine what further steps might need to be taken. Your assignment this week will give you the opportunity to put the process we just discussed into action. There are four steps to your assignment.
Step 1 (1.5 points): Choose one child from the example document, “Developmental Checklist Birth to Five.” After choosing a child, write an analysis of the child. Your analysis should include the following:

Which checklist you are using
The age of the child
The information that you have learned from the checklist about the child’s strengths and developmental concerns you would have about this child that includes at least three different developmental areas from the checklist.

Step 2 (3 points): Create a learning objective from the child. Using this child and the domain of your choice from The Head Start Child Development and Early Learning Framework (Links to an external site.)Links to an external site. domains, choose a learning standard that relates to an area of need for the child you choose based on their checklist. Create a clear learning objective that aligns with this standard, which you can use to measure the child’s performance on the assessment you will create in Step 3.
For example, if the screener indicated that the child struggles with identifying shapes, you would choose to focus on a shape skill from the Mathematics Knowledge and Skills Domain. Your objective might be the child will be able to identify shapes correctly at least 80% of the time. Another example would be if the screener indicates that the child struggles to cooperate with others, you would choose a cooperation skill from the Social and Emotional Development Domain. Your objective for this might be the child will be cooperating when playing with a partner at least 90% of the time.
If you need assistance with how to create effective learning objectives, please view the Objectives section of the ECE/CD Lesson Planning Handbook that is available with your Constellation materials for the course or review section 7.1 of the course text. In your assignment include the following:

The learning standard you chose from the The Head Start Child Development and Early Learning Framework
A clear and measurable learning objective
A rationale that explains why you developed the learning objective you did and how it aligns with your learning standard. Make sure to include evidence from the checklist to support your choice.

Step 3 (4 points): Develop a curriculum linked developmentally appropriate assessment that assesses your learning objective. You will find helpful guidelines for creating your assessment in Chapter 7 of the text. Also, remember as is stated in section 7.3 of your text, not all assessments are paper and pencil tests so feel free to be creative with your assessment. For example, if you are creating an assessment on shapes you might have the children draw the names of the shapes you say, identify examples of the shapes in the room, or match a picture of the shape to its name. In your assignment include the following:

An example of or a detailed description of your assessment, along with specifically how you will document the child’s progress. For a more detailed explanation, please review the week three guidance.

Step 4 (2 points): Provide a rationale for your curriculum linked assessment. In your rationale, including the following:

Explain how you your curriculum linked assessment aligns with the guidelines for teacher developed assessments shared in section 7.3 of the course text.
Discuss how the level of learning in your objective matches the level of learning on the assessment
Explain how you will use the results from this assessment to differentiate, accommodate or modify, instruction and intervention. Utilize information from section 7.1- Curriculum Linked to Individual Learning from your course text to support your explanation.

Written Expectations

Content Development (.25 points): Use appropriate and pertinent content to address ideas within the context of the discipline, shaping the work as a whole.
Context and Purpose for Writing (.25 points): Demonstrates application of organization and presentation of content. The writing is should be clear and easy to understand.
Assignment Length (.25 points): Your written paper must be at least five pages (not including title and reference page).
Title Page: Inclusion of a separate title page with the following:

Title of presentationStudent’s nameCourse name and numberInstructor’s nameDate submitted

Source Requirement (0.25 Points): Reference one scholarly sources in addition to the text.

APA Formatting (0.25 Points): Use APA formatting consistently throughout the assignment, which includes citations in the body of the assignment, the title page, and references list as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Syntax and Mechanics (0.25 Points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric (Links to an external site.)Links to an external site. to ensure you have achieved the distinguished levels of performance for each criterion and submit in Waypoint for evaluation no later than Day 7.

https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/elof-ohs-framework.pdf

Description: 
Total Possible Score: 12.00

Analyzes One Child and Describes at Least Three Different Developmental Areas That Are Covered
Total: 1.50
Distinguished – Comprehensively analyzes one child from the checklist, including the child’s age, strengths, and developmental concerns. Thoroughly describes at least three different developmental areas. The analysis and description are well-supported by scholarly sources.
Proficient – Analyzes one child from the checklist, including the child’s age, strengths, and developmental concerns. Describes at least three different developmental areas. The analysis and description are supported by scholarly sources but may be slightly underdeveloped.
Basic – Partially analyzes two one child from the checklist, including the child’s age, strengths, and developmental concerns. Briefly describes at least two different developmental areas. The analysis or description is not sufficiently supported by scholarly sources and/or is underdeveloped.
Below Expectations – Minimally analyzes one child from the checklist, including the child’s age, strengths, and developmental concerns. Insufficiently describes at least one developmental area. The analysis and the description are not supported by scholarly sources and/or are significantly underdeveloped.
Non-Performance – The analysis of a child and the description of at least three developmental areas is either nonexistent or lack the components described in the assignment instructions.
Creates a Clear and Measurable Learning Objective That Aligns With a Standard
Total: 1.00
Distinguished – Creates a clear and measurable learning objective that aligns with a standard from the Head Start Early Learning Framework. 
Proficient – Creates a mostly clear and measurable learning objective that aligns with a standard from the Head Start Early Learning Framework. The objective is slightly underdeveloped.
Basic – Creates a learning objective that aligns with a standard from the Head Start Early Learning Framework. The objective is not clear and/or measurable.
Below Expectations – Attempts to create a learning objective that aligns to the Head Start Early Learning Framework; however, the objective is not clear or measurable and is not aligned to a standard.
Non-Performance – The creation of a clear and measurable learning objective is either nonexistent or lacks the components described in the assignment instructions.
Includes a Rationale That Explains Why The Learning Objective Was Developed and How It Aligns With the Learning Standard 
Total: 2.00
Distinguished – Includes a comprehensive rationale that thoroughly explains why the learning objective was developed including how it aligns with a learning standard. The rationale is well-supported by evidence from the checklist.
Proficient – Includes a rationale that explains why the learning objective was developed including how it aligns with a learning standard. The rationale is supported by evidence from the checklist but is slightly underdeveloped.
Basic – Includes a rationale that briefly explains why the learning objective was developed including how it aligns with a learning standard. The rationale is not sufficiently supported by evidence from the checklist and/or is underdeveloped.
Below Expectations – Attempts to include a rationale that explains why the learning objective was developed including how it aligns with a learning standard; however, the rationale is significantly underdeveloped and is not supported by evidence from the checklist.
Non-Performance – The rationale that explains why the learning objective was developed including how it aligns with a learning standard is either nonexistent or lacks the components described in the assignment instructions.
Develops An Assessment That Assesses the Learning Objective, Including How to Document Student Progress
Total: 4.00
Distinguished – Develops a comprehensive curriculum linked developmentally appropriate assessment that aligns with the learning objective and includes how to document student progress. 
Proficient – Develops a curriculum linked developmentally appropriate assessment that aligns with the learning objective and includes how to document student progress. The description of how to document progress is slightly underdeveloped.
Basic – Develops a curriculum linked developmentally appropriate assessment that somewhat aligns with the learning objective and includes how to document student progress. The description of how to document progress is underdeveloped.
Below Expectations – Attempts to develop a curriculum linked developmentally appropriate assessment. The assessment does not align with the learning objective and/or information about how to document student progress is not included.
Non-Performance – The development of an assessment that assesses your learning objective is either nonexistent or lacks the components described in the assignment instructions.
Includes a Rationale That Explains the Curriculum Linked Assessment
Total: 2.00
Distinguished – Includes a comprehensive rationale that thoroughly explains the curriculum linked assessment by addressing all three rationale questions.
Proficient – Includes a rationale that explains the curriculum linked assessment by addressing all three rationale questions. The rationale is slightly underdeveloped.
Basic – Includes a rationale that briefly explains the curriculum linked assessment by addressing at least two rationale questions. The rationale is underdeveloped and/or not all questions are addressed.
Below Expectations – Attempts to include a rationale that explains the curriculum linked assessment; however, the rationale is significantly underdeveloped. and/or not all questions are answered.
Non-Performance – The rationale that explains the curriculum linked assessment is either nonexistent or lacks the components described in the assignment instructions.
Written Communication: Content Development
Total: 0.25
Distinguished – Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.
Proficient – Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.
Basic – Uses appropriate and pertinent content but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.
Below Expectations – Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work and may distract the reader from its purpose.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Context of and Purpose for Writing
Total: 0.25
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 are 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.
Written Communication: Control of Syntax and Mechanics
Total: 0.25
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: 0.25
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 limited 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: 0.25
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: 0.25
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 the 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 an 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.
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