AY3005

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AY3005: Communication and Collaboration to Support Effective Assessment: Communicate and collaborate with families and other stakeholders to promote meaningful assessment practices.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

Topic 1: Analyzing Assessment Results With Colleagues

Compose an analysis of a child’s assessment data and to synthesize the perspectives of colleagues involved in a team meeting. LO 1: Analyze assessment data.

Response is missing. Response is a vague, inaccurate, or incomplete analysis of assessment data.

Response provides a clear, accurate, complete, research-based analysis of assessment data and synthesis of colleagues’ perspectives.

Explain three areas of knowledge and/or skills related to fostering collaborative partnerships that are important to keep in mind when sharing assessment data with colleagues. LO 2: Explain areas of knowledge and/or skills important for sharing assessment data with colleagues

Response is missing.

Response is a vague, inaccurate, or incomplete description of areas of knowledge and/or skills important for sharing assessment data with colleagues.

Response provides a clear, accurate, complete, research-based description of areas of knowledge and/or skills important for sharing assessment data with colleagues.

Topic 2: Communicating Assessment Results to Families

Explain three areas of knowledge and/or skills

Response is missing. Response is a vague, inaccurate, or incomplete

Response is a clear, accurate, complete,

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related to fostering collaborative partnerships with families that are important to keep in mind when sharing assessment data with families. LO 1: Explain areas of knowledge and/or skills important for sharing assessment data with families

description of areas of knowledge and/or skills important for sharing assessment data with families.

research-based description of areas of knowledge and/or skills important for sharing assessment data with families.

Create a research-based action plan, based on assessment data, to support a young child’s physical and social- emotional development. LO 2: Create action plans for young children’s physical and social- emotional development

Response is missing. Response is a vague, inaccurate, or incomplete action plan to support a young child’s physical and social-emotional development.

Response is a clear, accurate, complete, research-based action plan to support a young child’s physical and social- emotional development.

Explain how assessment information will be relayed to the case study family. LO 3: Explain plans for sharing assessment information with families

Response is missing. Response is a vague, inaccurate, or incomplete description of plans to share assessment information with the family.

Response is a clear, accurate, complete, research-based description of plans to share assessment information with the family.

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Provide at least three questions for families designed to enhance knowledge of the child’s development and learning. LO 4: Explain questions for families to enhance knowledge of a young child’s development and learning

Response is missing. Response is a vague, inaccurate, or incomplete explanation of questions for families to enhance knowledge of the child’s development and learning.

Response provides a clear, accurate, complete, research-based explanation of questions for families designed to knowledge of the child’s development and learning.

Explain at least three strategies you can use to promote an ongoing, respectful, collaborative partnership with the young child’s mother. LO 5: Explain strategies to promote ongoing, respectful, collaborative partnerships with families

Response is missing. Response is a vague, inaccurate, or incomplete explanation of strategies to promote an ongoing, respectful, collaborative partnership with the mother.

Response provides a clear, accurate, complete, research-based explanation of strategies to promote an ongoing, respectful, collaborative partnership with the mother.

Written Communication: Write with clarity, coherence, and purpose.

©2016 Walden University 4

0 Not Present

1 Needs Improvement

2 Meets Expectations

LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills)

Sentences are incoherent and impede reader’s access to ideas.

Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.

Sentence structure effectively conveys meaning to the reader.

LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills)

Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.

Some inaccuracies in grammar and mechanics limit reader’s access to ideas.

Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.

LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)

Paragraphs, or lack of paragraphs, impede reader’s access to ideas.

Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.

Main idea and supporting paragraphs effectively convey meaning to reader.

LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)

Supporting materials are not present.

Supporting material is used inconsistently or inappropriately.

Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.

LO6: Identify sources (AWE 2; Credit to Source)

Sources are missing. Writing inconsistently identifies or misrepresents sources.

Writing clearly identifies the source of non-original material and/or ideas.

MASTERY RUBRIC

Exceeds Expectations: Analyzing Sources to Make Informed Conclusions

LO1: Apply multiple, appropriate, credible resources to analyze

The Family Conference Planning Template integrates information from multiple, appropriate, credible resources and assessment data to support effective, collaborative partnerships with a young child’s family and early childhood colleagues.

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assessment data as a tool to build partnerships with families and colleagues.

 Yes

 No