EP004: Evaluating Program Quality

©2014 Walden University 1

CECS EP004: Evaluating Program Quality

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

Sub-Competency 1: Explain the purpose and importance of the NAEYC's Early Childhood Program Standards and Accreditation Criteria.

Learning Objective 1.1 Explain the purpose and importance of the NAEYC Early Childhood Program Standards and Accreditation Criteria.

Description of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” is missing.

Response vaguely and/or partially describes purpose and importance of the “NAEYC Early Childhood Program Standards.”

Response clearly describes purpose and importance of the “NAEYC Early Childhood Program Standards” and describes key concepts embedded in the standards.

Demonstrates the same level of achievement as “2,” plus the following: Response includes relevant examples from personal experience and/or professional practice.

Sub-Competency 2: Explain the importance of applying NAEYC Principles of Family Engagement in assessing program quality.

Learning Objective 2.1: Explain the importance of applying NAEYC’s Engaging Diverse Families Self- Assessment Checklist and NAEYC’s Principles of Family Engagement.

Explanation is missing.

Response vaguely and/or partially explains the importance of applying “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” and the “NAEYC Principles of Family Engagement” to assess and support program quality.

Response clearly and logically explains the importance of applying “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” and the “NAEYC Principles of Family Engagement” to assess and support program quality.

Demonstrates the same level of achievement as “2,” plus the following: Response includes relevant examples from personal experience and/or professional practice.

Sub-Competency 3: Evaluate an early childhood program using NAEYC Early Childhood Program Standards and Accreditation Criteria in order to recommend strategies to strengthen or improve the program

Learning Objective 3.1: Analyze evidence to identify relative

Analysis is incoherent or missing.

Analysis of evidence is incomplete or vague and supported by superficial examples from the

Analysis of evidence related to Standard 7 and two additional standards is clear and supported by

Demonstrates the same level of achievement as “2,” plus the following: Analysis is highly

©2014 Walden University 2

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

strengths and opportunities in an early childhood program.

observations and interviews.

logical examples from your observations and interviews. Analysis includes both strengths and weaknesses, if appropriate.

developed and supported by a variety of compelling examples from the observations and interviews.

Learning Objective 3.2: Recommend strategies for program improvement.

Recommended strategies are incoherent or missing.

Recommended strategies are loosely described and only vaguely connected to evidence.

Recommended strategies are clearly described, logically connected to evidence, and developmentally appropriate. At least two recommendations are included. Response is supported by logical connections to the professional knowledge base.

Demonstrates the same level of achievement as “2,” plus the following: More than two logical recommendations are included.

Professional Skill 004: Collaboration: Use collaborative skills and tools to work effectively with diverse stakeholders to achieve a common goal.

Learning Objective PS 4.1: Explain how compromise, mutual respect, and shared responsibility help diverse stakeholders

Explanation is missing. Response includes an explanation of how compromise, mutual respect, and shared responsibility help diverse stakeholders achieve a common goal; however

Response includes a clear and complete explanation of how compromise, mutual respect, and shared responsibility help diverse stakeholders achieve a common goal.

Response includes a cohesive analysis with examples explaining how compromise, mutual respect, and shared responsibility help diverse stakeholders achieve a

©2014 Walden University 3

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

achieve a common goal.

the explanation is unclear or incomplete.

common goal.

Professional Skill 001: Written Communication: Demonstrate graduate-level writing skills.

Learning Objective 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.

Learning Objective 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.

Learning Objective 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.

Learning Objective 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

APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and

©2014 Walden University 4

0 Not Present

1 Needs Improvement

2 Meets Expectations

3 Exceeds Expectations

accurately. accurately.

Learning Objective 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.