pr006 Work Product
©2016 Walden University 1
Assessment: PR006: Assessment to Support Teaching and Learning in the Preschool
Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Part I: Selecting and Administering Assessments
Sub-Competency 1: Select and administer DAP assessments in preschool settings.
Learning Objective 1.1: Identify demographic information about children being assessed.
Demographic information about the child/children being assessed is missing.
Response vaguely identifies demographic information about the child/children to whom the assessments are administered, such as gender, age, and ethnicity, etc.
Response clearly identifies demographic information about the child/children to whom the assessments were administered, such as gender, age, and ethnicity, etc. (names are not indicated).
Response demonstrates the same level of achievement as “2,” plus the following: Response includes an explanation for why the child/children were selected.
Learning Objective 1.2: Select assessments for preschool children.
Descriptions of assessments selected are missing.
Response vaguely describes the assessments selected or descriptions of the assessments are missing. Response vaguely states the purposes of the assessments selected or the purposes are missing. Response provides a vague rationale for the selection of each assessment or the rationales are missing.
Response clearly describes the assessments selected. Response clearly states the purposes of the assessments selected. Response provides clear rationale for the selection of each assessment.
Response demonstrates the same level of achievement as “2,” plus the following: Response identifies an alternate assessment for one of the assessments that can be administered to an English language learner or child with special needs. A rationale is provided for the alternate assessment.
©2016 Walden University 2
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Learning Objective 1.3: Describe how and when to administer preschool assessments.
Description of how and when to administer an assessment is missing.
Response vaguely describes how and when each assessment was administered or doesn’t include details about the environmental conditions, materials, procedures, etc. Reference to an academic/professional resource is missing, unclear, or not relevant.
Response clearly describes how and when each assessment was administered, including environmental conditions, materials, procedures, etc. Response includes a reference to a relevant academic/professional resource.
Response demonstrates the same level of achievement as “2,” plus the following: Response explains how one of the assessments would be administered differently for an English language learner of child with special needs (regarding environmental conditions, materials, procedures, etc.).
Part II: Data Analysis to Inform Instruction
Sub-Competency 2: Interpret assessment data and use results to plan preschool instruction.
Learning Objective 2.1: Identify key findings from assessment data.
Response does not include an analysis of the data.
Response vaguely identifies findings presented in the assessment data, or findings from only one assessment are provided. Response vaguely describes insights gained from the findings, or insights are provided for only one of the assessments.
Response clearly identifies key findings presented in the assessment data. Response describes insights gained from the findings.
Response demonstrates the same level of achievement as “2,” plus the following: Response provides a comparison of the child’s/children’s performance on the assessment with the typical performance of other children of the same age.
Learning Objective 2.2 Use assessment results to inform instructional planning.
Description of the how the data will be used to inform instruction is missing.
Recommendations for next steps that can be taken to support the child’s/children’s
Response includes a recommendation for next steps that can be taken to support the
Response demonstrates the same level of achievement as “2,” plus the following:
©2016 Walden University 3
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
development and learning are vague or incomplete.
child’s/children’s development and learning based on the results of each assessment.
Response identifies two learning goals for future instructional planning, based on the results of both assessments.
Part III: Communicating Assessment Results
Sub-Competency 3: Communicate assessment results to key stakeholders.
Learning Objective 3.1: Explain how to communicate to families how the assessments fit into the larger picture of instructional planning.
Explanation for how the assessments fit into the larger picture of instructional planning is missing.
Response vaguely explains how the early childhood professional would communicate to families how the assessments fit into the larger picture of instructional planning. Response reflects jargon or specialized vocabulary unfamiliar to families. Response provides a vague or illogical connection between the assessments administered and the child’s/children’s performance in light of the larger curricular goals.
Response clearly explains how the early childhood professional would communicate to families how the assessments fit into the larger picture of instructional planning. Response reflects family friendly language. Response provides a clear and logical connection between the assessments administered and the child’s/children’s performance in light of the larger curricular goals.
Response demonstrates the same level of achievement as “2,” plus the following:
Response describes alternative assessments that could be used for the same purposes.
Learning Objective 3.2: Make recommendations for how families can support children’s learning at home,
Recommendations for how families can support children’s learning at home, based on assessment data, are missing.
Response is missing a recommendation for how families can support the child’s/children’s language or literacy development or a recommendation for
Response includes one recommendation for how families can support the child’s/children’s language or literacy development and one recommendation
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a second recommendation for how families can support the
©2016 Walden University 4
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
based on assessment data.
how families can support math learning. Recommendations do not reflect the assessment results.
for how families can support math learning. Recommendations reflect the assessment results.
child’s/children’s language or literacy development and one recommendation for how families can support math learning.
Learning Objective 3.3: Describe follow-up communications with families to ensure ongoing support.
Description of follow-up communications with families to ensure ongoing support is missing.
Response vaguely describes how follow-up communications with families will be conducted. Follow-up communications idea is an ineffective way to ensure ongoing support for the child/children.
Response clearly describes how follow-up communications with families will be conducted. Follow-up communications idea is an effective way to ensure ongoing support for the child/children.
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a reference to an academic/professional resource to support the communication strategy.
Professional Skill 001: Written Communication: Demonstrate graduate-level writing skills.
Written Communication PS 1.1: Use proper grammar, spelling, and mechanics.
Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.
Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.
Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Grammar, spelling, and mechanics reflect a high-level of accuracy in standard American English and enhance readability.
Written Communication PS 1.2: Organize writing to enhance clarity.
Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.
Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.
Writing is generally well- organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.
Writing is consistently well- organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow.
©2016 Walden University 5
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Written Communication PS 1.3: Support writing with appropriate resources.
Writing does not integrate appropriate resources and content in support of ideas and argument.
Writing loosely integrates some appropriate resources and content in support of ideas and argument.
Writing sufficiently integrates appropriate resources (which may include peer-reviewed resources) and content in support of ideas and argument.
Writing effectively integrates appropriate resources (which may include peer-reviewed resources) and content to support and expand upon ideas and arguments.
Written Communication PS 1.4: Apply APA style to written work.
APA conventions are not applied.
APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.
APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.
APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately.
Written Communication PS 1.5: Use appropriate vocabulary and tone for the audience and purpose.
Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.
Vocabulary and tone have limited relevance to the audience.
Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.
Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts.
PS002: Oral Communication: Use effective oral presentation skills.
Oral Communication PS 2.1: Organize information to be presented.
Information is disorganized to a degree that impedes audience understanding.
Organization of information minimally supports audience understanding.
Organization of information generally enhances audience understanding of concepts.
Organization of information significantly enhances audience understanding of both general and specific concepts, and promotes audience engagement.
Professional Skill 5: Critical Thinking and Problem Solving: Use critical thinking and problem-solving skills to analyze professional issues and inform best practices.
©2016 Walden University 6
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Critical Thinking and Problem Solving PS 5.1: Analyze assumptions and fallacies.
Analysis of assumptions is missing.
Response is weak in assessing the reasonableness of assumptions in a given argument. Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.
Response generally assesses the reasonableness of assumptions in a given argument.
Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.
Response clearly and comprehensively assesses the reasonableness of assumptions in a given argument. Response provides a detailed and compelling analysis of implications of fallacies and logical weaknesses in a given argument.
Critical Thinking and Problem Solving PS 5.2: Generate reasonable and appropriate assumptions.
Assumptions are missing.
Response does not adequately present and discuss key assumptions in an original argument.
Response presents and discusses key assumptions in an original argument.
Response justifies the reasonableness and need for assumptions in an original argument.
Critical Thinking and Problem Solving PS 5.3: Assess multiple perspectives and alternatives.
Assessment of multiple perspectives is missing.
Response does not identify nor adequately consider multiple perspectives or alternatives.
Response identifies and considers multiple perspectives and alternatives.
Response justifies selection of chosen alternative relative to others.
Critical Thinking and Problem Solving PS 5.4: Use problem-solving skills.
Problems and solutions are not identified.
Response presents solutions, but they are ineffective in addressing the specific problem.
Response presents solutions that are practical and work in addressing the specific problem.
Response presents compelling supporting arguments for proposed solutions.