Summative Assessment
Description:
Total Possible Score: 16.00
Distinguished - Develops a clear and concise introduction that includes future goals, position and learning environment intended to work in, and the desired age level to work with.
Proficient - Develops an introduction that includes future goals, position and learning environment intended to work in, and the desired age level to work with. The introduction is slightly unclear.
Basic - Develops a limited introduction that includes future goals, position and learning environment intended to work in, and the desired age level to work with. The introduction is unclear.
Below Expectations - Attempts to develop an introduction; however, it does not include future goals, position or learning environment intended to work in, or the desired age level to work with. The introduction is significantly unclear.
Non-Performance - The introduction is nonexistent or lacks the components described in the assignment instructions.
Distinguished - Intricately discusses how effective, on-going home and community partnerships can support early childhood curriculum, learners’ development and the learning environment. The discussion is clearly supported with scholarly resources such as theories, practices, strategies, and/or frameworks.
Proficient - Discusses how effective, on-going home and community partnerships can support early childhood curriculum, learners’ development and the learning environment. The discussion is supported with scholarly resources such as theories, practices, strategies, and/or frameworks, but is missing minor details.
Basic - Minimally discusses how effective, on-going home and community partnerships can support early childhood curriculum, learners’ development, and the learning environment. The discussion is somewhat supported with scholarly resources such as theories, practices, strategies, and/or frameworks and/or missing relevant details.
Below Expectations - Attempts to discuss how effective, on-going home and community partnerships can support early childhood curriculum, learners’ development and the learning environment; however, the discussion is not supported with scholarly resources such as theories, practices, strategies, and/or frameworks and is missing significant details.
Non-Performance - The discussion of how effective, on-going home and community partnerships can support early childhood curriculum, learners’ development and the learning environment is either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Clearly articulates the communication and collaboration strategies that will be used and provides a comprehensive rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation is well supported by scholarly sources.
Proficient - Articulates the communication and collaboration strategies that will be used and provides rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Minimally articulates the communication and collaboration strategies that will be used and provides a limited rationale for why the suggested strategies are best for developing and maintaining partnerships. The explanation is somewhat supported by scholarly sources and/or is underdeveloped.
Below Expectations - Attempts to articulate the communication and collaboration strategies that will be used and provide a rationale for why the suggested strategies are best for developing and maintaining partnerships; however, the explanation is not supported by scholarly sources and is significantly underdeveloped.
Non-Performance - The articulation of what communication and collaboration strategies that are best for developing and maintaining partnerships is either nonexistent or lacks the components described in the assignment instructions.
ECE631.W6A1.05.2016
Develops an Introduction That Includes Future Goals, Position and Learning Environment Intended to Work in, and the Desired Age Level
Total: 1.00
Discusses How Effective, On-going Home and Community Partnerships Can Support Early Childhood Curriculum, Learners’ Development and the Learning Environment
Total: 3.00
Articulates the Communication and Collaboration Strategies that Will Be Used, and Provides Rationale For Why the Suggested Strategies Are Best for Developing and Maintaining Partnerships
Total: 3.00
Distinguished - Comprehensively explains how families can be involved in school, at home and in the community. The explanation is clearly supported with four appropriate examples.
Proficient - Explains how families can be involved in school, at home and in the community. The explanation is supported with four mostly appropriate examples.
Basic - Partially explains how families can be involved in school, at home and in the community. The explanation is supported with four somewhat appropriate examples.
Below Expectations - Attempts to explain how families can be involved in school, at home and in the community; however, the explanation is not supported with examples or the examples provided are inappropriate.
Non-Performance - The explanation of how families can be involved in school, at home and in the community is either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Addresses clear and complete plans and visions for on-going successful partnerships that encourage and inspire families and thoroughly describes how to get them excited about supporting their child throughout the year.
Proficient - Addresses plans and visions for on-going successful partnerships that encourage and inspire families and describes how to get them excited about supporting their child throughout the year. The plan is slightly unclear.
Basic - Addresses limited plans and visions for on-going partnerships that encourage and inspire families and minimally describes how to get them excited about supporting their child throughout the year. The plan is unclear.
Below Expectations - Attempts to address plans and visions for on-going partnerships; however, plans and vision lack encouragement, and inspiration for families or an accurate description of how to get them excited about supporting their child throughout the year. The plan is significantly unclear.
Non-Performance - The plans and visions for on-going partnerships are either nonexistent or lacks the components described in the assignment instructions.
Distinguished - Presentation includes a written text script using one of the choices and is highly professional, effectively communicated, and informative.
Proficient - Presentation includes a written text script using one of the choices and is mostly professional, effectively communicated, and informative.
Basic - Presentation includes a written text script using one of the choices and is somewhat professional, effectively communicated, and informative.
Below Expectations - Presentation includes a partial written text script, lacks development using one of the choices or is unprofessional, ineffectively communicated, or contains misinformation.
Non-Performance - The presentation is either nonexistent or lacks the components described in the assignment instructions.
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.
Explains How Families Can be Involved in School, at Home and in the Community, Including a Minimum of Four Examples
Total: 3.00
Addresses Plans and Visions For On-Going Partnerships That Encourage and Inspire Families and Describes How to Get Them Excited About Supporting Their Child Throughout the Year
Total: 3.00
The Presentation Includes a Written Text Script Total: 1.00
Resource Support Total: 1.00
Academic Voice Total: 0.25
Distinguished - The length of the paper is equivalent to the required number of words.
Proficient - The length of the paper is nearly equivalent to the required number of words.
Basic - The length of the paper is equivalent to at least three quarters of the required number of words.
Below Expectations - The length of the paper is equivalent to at least one half of the required number of words.
Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.
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.
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.
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.
Purpose and Organization Total: 0.25
Written Communication: Control of Syntax and Mechanics Total: 0.25
Written Communication: APA Formatting Total: 0.25
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