FR2002
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F2002_Rubric.pdf
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FR2002: Dynamic Influences on Children in Family and Community Contexts: Analyze dynamic influences on
children in family and community contexts.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: Socioeconomic Status and Poverty
At least two ways socioeconomic status and/or poverty may influence young children and families, and why it is important for early childhood professionals to understand these influences. (2-3 paragraphs) LO1: Analyze how
socioeconomic status
and/or poverty may
influence young children
and families.
Response is not present.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
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LO2: Explain why it is important for early childhood professionals to understand possible influences of socioeconomic status and/or poverty.
Response is not present.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
Topic 2: Traumatic Life Events: Divorce, Death, Abuse, and Violence
At least two ways trauma may influence young children and families, and why understanding the possible influences of trauma is important for early childhood professionals. (2-3 paragraphs) LO1: Analyze how
trauma may influence
young children and
families.
Response is not present.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
LO2: Explain why it is important for early childhood professionals to understand influences of trauma on young children and families.
Response is not present.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
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Topic 3: Communities of Support
At least two insights you have gained about the possible effects of strong social- emotional supports on young children and families. (2-3 paragraphs) LO1: Analyze the possible effects of strong social-emotional supports on young children and families.
Response is not present.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
At least three insights about characteristics of strong families you would most want to share with families of young children in your care, and why. (2-3 paragraphs) LO2: Evaluate characteristics of strong families.
Response is not present.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
How knowledge of all these influences will empower you to play an integral and
Response is not present.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
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meaningful role in the community of support of each child and family with whom you work. (2-3 paragraphs) LO3: Explain how knowledge of influences of socioeconomic status, and/or poverty and trauma on families and children empowers early childhood professionals to fulfill integral and meaningful roles in children’s communities of support.
LO4: Explain how knowledge of strong social-emotional supports and characteristics of strong families empowers early childhood professionals to fulfill integral and meaningful roles in children’s communities of support.
Response is not present.
Response is vague, inaccurate, and/or incomplete.
Response is clear, accurate, and complete.
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Exceeds Expectations: In-Depth Analysis
LO1: Analyze multiple and relevant sources to explain dynamic influences on children in family and community contexts.
Information and insights included in the Academic Essay are based on multiple and relevant sources and demonstrate a thorough understanding of dynamic influences on children in family and community contexts.
Yes
No
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Professional Skills Rubric
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, limiting reader’s access to ideas.
Sentences 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/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 uses direct quotes as applicable.
LO5: Demonstrate Ideas are disorganized Ideas are loosely organized with Ideas are organized with cohesive
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appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills)
with no/poor transitions. unclear paragraphing and transitions.
transitions.
LO6: Identify sources (AWE 2; Credit to source)
Sources are missing. Writing inconsistently identifies or misrepresents sources.
Writing clearly identifies the source of nonoriginal material and/or ideas.
