DI4005

DI4005_Rubric.pdf

Competency DI4005: Meaningful Experiences with Infants and Toddlers: Develop respectful, supportive, and challenging experiences with infants and toddlers.

Assessment Rubric Rubric Criteria 0

Not Present 1

Needs Improvement 2

Meets Expectations Topic 1: Early Learning Standards/Guidelines for Infants and Toddlers Identify the early learning guideline/standard that align with the experience you are planning. LO1: Identify early learning guidelines/standards that align with specific experiences for infants or toddlers.

Response is not present.

Early learning guidelines/standards are vague, inaccurate, and/or incomplete.

Early learning guidelines/standards are clear, accurate, and complete.

Explain why you chose it and what you are hoping the outcome of this experience will be for the child or children involved. LO2: Explain rationale for choosing specific early learning standards/guidelines for specific infant or toddler experiences.

Response is not present.

Explanation of rationale for choosing specific early learning standards/guidelines for specific infant or toddler experiences is vague, inaccurate, and/or incomplete.

Response provides a clear, explanation of the rationale for choosing specific early learning standards/guidelines for specific infant or toddler experiences.

Was there an alignment between the early learning guideline/standard you chose and the experience in which you and the children participated? What did you learn about early learning guidelines/standards? Is there anything you would do

Response is not present.

Analysis alignment and use of early learning standards/guidelines is vague, illogical, unsupported, and/or incomplete.

Response provides a clear, logical analysis of the alignment and use of early learning standards/guidelines incorporating relevant examples from field experience, Host Teacher feedback, and early

Rubric Criteria 0 Not Present

1 Needs Improvement

2 Meets Expectations

differently next time? If so, please explain. LO3: Analyze alignment and use of early learning standards/guidelines.

childhood knowledge base

Topic 2: Fostering Development and Learning Explain the focus/content/developmental areas of the experience you are planning, including the setting and materials. LO1: Explain quality early learning experiences for infants or toddlers.

Response is not present.

Explanation of quality early learning experiences is vague, inaccurate, and/or incomplete.

Response provides a detailed, explanation of quality learning experiences for infants or toddlers, including focus, content, developmental areas, setting, and materials.

In what ways was the focus of the experience/content/developmental area appropriate for the child/children involved? Please provide examples. Were there any ways in which the experience was inappropriate? If so, please explain. LO2: Evaluate the quality of early learning experiences for infants and/or toddlers.

Response is not present.

Evaluation of the quality of early learning experiences for infants or toddlers is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, logical, and complete evaluation of quality early learning experiences for infants or toddlers, incorporating relevant examples from field experience, Host Teacher feedback, and an early childhood knowledge base

Topic 3: Interacting to Support Development and Learning Explain three goals/principles related to individualization,

Response is not present.

Explanation of goals/principles related to

Response provides a clear, accurate, and

Rubric Criteria 0 Not Present

1 Needs Improvement

2 Meets Expectations

scaffolding, and/or developmentally appropriate practice you plan to incorporate in your interactions with an infant/infant during this experience. LO1: Explain goals/principles related to individualization, scaffolding, and/or developmentally appropriate practice for use in quality learning experiences with infants and/or toddlers.

individualization, scaffolding, and/or developmentally appropriate practice for use in quality learning experiences with infants or toddlers is vague, inaccurate, and/or incomplete.

complete explanation of goals/principles related to individualization, scaffolding, and/or developmentally appropriate practice for use in quality learning experiences with infants or toddlers.

• In what ways was the experience respectful, supportive, and challenging?

• In what ways were you able to use scaffolding as well as other developmentally appropriate strategies? Please explain using examples.

• What were your strengths in these areas? What would you do differently next time?

• How effective were you at meeting your goals of individualization, scaffolding, and developmentally appropriate practice?

Response is not present.

Evaluation of quality, early learning experiences for infants or toddlers with regard to individualization, scaffolding, and developmentally appropriate practice is vague, inaccurate, illogical, and/or incomplete.

Response provides a clear, accurate, logical, and complete evaluation of quality, early learning experiences for infants or toddlers with regard to individualization, scaffolding, and developmentally appropriate practice incorporating relevant examples from field experience, Host Teacher feedback, and an early childhood knowledge base.

Rubric Criteria 0 Not Present

1 Needs Improvement

2 Meets Expectations

• Provide examples and explain what you would do differently next time and why

LO2: Evaluate quality early learning experiences for infants or toddlers with regard to individualization, scaffolding, and developmentally appropriate practice.

Professional Skills Assessment In this Competency Assessment, you will be assessed on the following Professional Skills: Written Communication and Applied and Collaborative Learning. This skill counts toward achievement of the Competency and the Professional Skill. Written Communication: Write with clarity, coherence, and purpose. 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. This limits the 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 the reader’s access to ideas.

Main idea and/or 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 it 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.

Applied and Collaborative Learning: Apply knowledge and skills in collaboration with others to solve authentic problems. 0

Not Present 1

Needs Improvement 2

Meets Expectations LO2: Apply collaboration skills to create workable solutions to complex problems.

Application is not present.

Response applies inappropriate collaboration skills or the collaboration results in inappropriate or unrealistic solutions.

Response generally applies relevant and appropriate collaboration skills to create workable solutions to complex problems.

Mastery Rubric In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.

Mastery Rubric No Yes Exceeds Expectations: Reflection and Self-Assessment LO1: Evidences a developing sense of self as an early childhood teacher by applying critical analysis and reflection to strengths and challenges

Responses do not apply critical analysis and reflection to current abilities and future professional growth related to developing and implementing quality learning experiences with infants and toddlers.

Responses apply critical analysis and reflection to current abilities and future professional growth related to developing and implementing quality learning experiences with infants and toddlers.

related to developing and implementing quality learning experiences with young children.

Responses also evaluate and incorporate highly relevant examples from field experience, Host Teacher feedback, and an early childhood knowledge base.