Presentation/Assigment
TinaF
625Videopresentation.docxInstruction:
In this Assessment, we focus on the 3-5 age range of preschool through Kindergarten and the topic of observation, documentation and assessment. This project is grounded in the knowledge that observation is a primary mechanism for assessment in early childhood - yet it is not always carefully planned and documented as it could be. First choose an age group you'd like to focus on. This should be for a general education class or an inclusion or ICT class (not a self-contained class). Preschool should be a class of 15-18 and Kindergarten 25 children. Then choose a Literacy-based lesson appropriate for this age group - remembering that literacy in 3K and Prek may not look like direct teaching of letters but instead in promoting the underlying skills that support children's later reading and writing. Use the NYS Early Learning Guidelines and appropriate Prek standards to help ensure you are creating a developmentally appropriate lesson. Consider the templates in the module which are both lesson templates for preschool and documentation and assessment templates. Then prepare a class presentation to share an overview of the lesson and detail how you would plan for observation and documentation throughout the lesson. Under the Assignment itself, submit an assessment and/or documentation tool that you would use (some are in the module that you may use or you can find another or create your own) to observe student learning and then provide a written rationale for this choice in addition to addressing it in your video. Finally, fill out the Assessment Self-Assessment Tool (also in the module) to analyze your approach to assessment and how you did/would provide feedback throughout the lesson.
Presentation Style
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3 pts Meets Standard Students speak at an appropriate pace and volume and are engaging in their presentation. Three or more appropriate visual aids are used to help build the rationale for the content. |
2 pts Approaching Standard Students speak at an appropriate volume. Two or more appropriate visual aids are used to help build the rationale for the content. |
1 pts Below Standard Either none or one appropriate visual aid is used to help build the rationale for the content. |
3 pts
This criterion is linked to a Learning OutcomeLink with Course Reading
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3 pts Meets Standard At least one of the two textbooks are referred to in the presentation a minimum of 3 times total. |
2 pts Approaching Standard One of textbooks are referred to in the presentation a minimum of 2 times total. |
1 pts Below Standard A reference to the textbooks occurs only once or no times. |
3 pts
This criterion is linked to a Learning OutcomeAssessment Method (s) Rationale
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3 pts Meets Standard Assessment method(s) rationale is clearly stated and appropriate evidence is provided as well as numerous references to textbooks where applicable. |
2 pts Approaching Standard Assessment method(s) rationale is stated and some evidence is provided as well as some references to textbooks where applicable. |
1 pts Below Standard Assessment method rationale is mentioned. |
3 pts
This criterion is linked to a Learning OutcomeAssessment/Documentation Tool(s)
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3 pts Meets Standard The assessment or documentation tool created or shared makes sense for the lesson and stated objectives. Comprehensive evidence is provided as well as references to textbooks about why this tool is efficient and captures appropriate and useful data to inform instruction. |
2 pts Approaching Standard Some aspects of the assessment or documentation tool shared makes sense based on the lesson and stated objectives. Some evidence is provided as well as references to textbooks are offered. |
1 pts Below Standard Few aspects of the assessment or documentation tool are addressed. Little evidence is provided to back it up. |
3 pts
This criterion is linked to a Learning OutcomeAssessment Self-Assessment
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3 pts Meets Standard Each answer is backed up specifically by evidence of what was said or what was done. Three or more timestamps are used to further back up the answers. Wherever an answer is hypothetical, it is acknowledged and addressed fully. |
2 pts Approaching Standard Most answers are backed up by evidence of what was said or what was done. One or two timestamps are used to further back up the answers. |
1 pts Below Standard Few answers are backed up by evidence of what was said or what was done. |
3 pts
This criterion is linked to a Learning OutcomeGrammar & Mechanics
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3 pts Meets Standard Assignment contains 2 or fewer errors. |
2 pts Approaching Standard Assignment contains 3 - 5 errors. |
1 pts Below Standard Assignment contains 6 or more errors. |
3 pts
This criterion is linked to a Learning OutcomeTimeliness
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2 pts Meets Standard Document is posted by the Assignment due date. |
1 pts Approaching Standard Document is not posted by the Assignment due date but is posted by the end of the course. |
2 pts
Total Points: 20
