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Name: EDDD_8083_Module5_LOP_Assignment3_Rubric

	Novice	Emerging	Proficient	Advanced
Introduction: Provide an informative and summative overview of the importance of assessment in early childhood and purposeful assessment.	Points: 1 (2.27%) The introduction contains general statements without addressing the specific topics. No or little support from course readings or other scholarly literature. Feedback:	Points: 2 (4.55%) The paper contains a brief introduction, however one or more statements/sections may be vague, or incomplete. Limited support from course readings or other scholarly literature. Feedback:	Points: 3 (6.82%) An informative, summative overview is provided explaining the importance of assessment for young children and explaining purposeful assessment. Support for majority of statements comes from course readings or other scholarly literature. Feedback:	Points: 4 (9.09%) An informative, summative overview is provided explaining the importance of assessment for young children and thoroughly explaining purposeful assessment. Document is well-supported by course readings and other scholarly literature. Feedback:
Part I: Appropriate and Responsible Practices Analyze and thoroughly discuss each bulleted element on the purpose and use of assessment in the directions. Include 7 or more scholarly resources with at least 4 from the last five years.	Points: 1 (2.27%) Presents a superficial discussion of purpose and practices. No or little support from course readings or independent research. Feedback:	Points: 2 (4.55%) Presents a thorough discussion of most elements, but some areas are vague or incomplete. There is support for most elements, but there are one or two without support. Feedback:	Points: 3 (6.82%) Presents a thorough discussion and analysis of all elements with research-based evidence from at least 7 scholarly resources including 4 from the last 5 years. Research- based examples are included to demonstrate knowledge of purpose and use of assessment. Feedback:	Points: 4 (9.09%) Critically evaluates the use of appropriate and responsible assessment practice addressing all elements, including research-based evidence from 8 or more scholarly resources including 5 or more from the last 5 years. Research- based examples are included to illustrate the links between instruction, assessment, development, and learning. Feedback:
Part 2: Effective Selection and Planning for Assessment Analyze purpose, responsible use, strengths and weakness of assessments for assessing play for the age group selected. Include at least 4 scholarly resources from independent literature review.	Points: 1 (2.27%) Presents only limited details, insight, and reflection. Little or no support from scholarly literature found independently. Feedback:	Points: 2 (4.55%) Examines and presents examples, but does not apply all of them correctly or has not researched for strengths and weaknesses based on age group selected. There is support for most elements, but there are one or two without support. Feedback:	Points: 3 (6.82%) Analyzes purpose, responsible use, strengths and weaknesses of assessments for assessing play for the age group selected. Addresses each element, including culturally responsive practice, avoiding assumptions, and how to share information with parents. Includes at least 4 scholarly resources found from outside course resources. Feedback:	Points: 4 (9.09%) Critically evaluates responsible use, strengths and weaknesses of assessments for assessing play for the age group selected. Addresses each element of the assignment, including culturally responsive practice, avoiding assumptions, and how to share information with families. In-depth analysis includes how the chosen assessment supports the age group. Includes at least 4 scholarly resources from outside course resources. Feedback:
Part 3: Developmentally Appropriate Assessment Practices Synthesize research-based perspectives related to using assessment with identified age groups. Identify use, potential data, strengths, weaknesses, validity, and reliability of assessments. Discuss how identified assessments can be used to promote development and guide teaching and learning. Include support from course readings and/or scholarly research outside the course readings.	Points: 1 (2.27%) Discusses using assessments in the learning environment without connecting to age group. Lack of information in several areas. Little or no support from research. Feedback:	Points: 2 (4.55%) Describes assessments and provides examples with limited information on how assessments might guide development and learning. Minimal support from course readings or scholarly research outside the course readings. Feedback:	Points: 3 (6.82%) Synthesizes research-based perspectives related to using assessment with identified age groups. Identifies use, potential data, strengths, weaknesses, validity, and reliability of assessments. Discusses how identified assessments can be used to promote development and guide teaching and learning. Includes support from course readings or scholarly research outside the course readings. Feedback:	Points: 4 (9.09%) Critically evaluates and demonstrates complete understanding of research-based perspectives related selection and use of specific assessments with identified age groups. Clearly addresses each element in-depth and discusses fully how each assessment can promote development and guide teaching and learning. Includes support from course readings and scholarly research outside the course readings. Feedback:
Part 4: Assessments for Readiness Skills, Emerging Content Knowledge, and Intervention Research and evaluate assessments for identified age group. As in the original assignment, assess validity and reliability. Determine needed modifications for exceptionalities. Provide rationale for selection and modification. Describe how and with whom this information could be shared. Include a minimum of 5 scholarly research articles.	Points: 1 (2.27%) Discusses using assessments in the learning environment without connecting to age group. Lack of information in several areas. Little or no support from research. Feedback:	Points: 2 (4.55%) Describes assessments and provides examples with limited information on how assessments might guide development and learning. Support from course readings or independent research. Feedback:	Points: 3 (6.82%) Presents research on and evaluates assessments for the identified age group, providing a rationale for each assessment selected. Provides evidence of the validity and reliability of each assessment chosen. Describes needed modifications for exceptionalities and the rationale for modifications. Addresses each element and discusses how each assessment can promote development and guide teaching and learning. Describes how and with whom this information could be shared. Includes support from at least course readings or at least 5 external scholarly research articles. Feedback:	Points: 4 (9.09%) Synthesizes research and demonstrates complete understanding for selection and use of specific assessments with identified age groups, providing a rationale for each assessment selected. Provides evidence of the validity and reliability of each assessment chosen. Describes needed modifications for exceptionalities and the rationale for modifications. Clearly addresses each element and discusses in-depth how each assessment can promote development and guide teaching and learning. Describes how and with whom this information could be shared, including specific examples. Includes support from course readings and at least 5 external scholarly research articles. Feedback:
Reflection and Growth Analyze feedback from peers and the faculty member to reflect on or strengthen this project/assessment.	Points: 1 (2.27%) Makes only grammatical or spelling changes without making substantive changes in the sections where feedback is given. Feedback:	Points: 2 (4.55%) Uses faculty feedback to make changes suggested in the sections mentioned. Feedback:	Points: 3 (6.82%) Applies faculty feedback to reflectively incorporate new ideas throughout assignment. Feedback:	Points: 4 (9.09%) Critically examines feedback from peers via discussions and faculty via assignments to deepen knowledge and incorporate new ideas into assignment. Feedback:
Content/Information Clarity of purpose; Critical and original thought; Use of examples	Points: 1 (2.27%) Central idea and clarity of purpose are absent or incompletely expressed. Displays little or no evidence of critical, careful thought or analysis and/or insight. Provides too few, or no examples and evidence or they are mostly irrelevant. Feedback:	Points: 2 (4.55%) Central idea and purpose are expressed but may be vague or too broad. Displays some evidence of critical, careful thought and analysis and/or insight. Provides general examples and evidence, loosely tied to central idea and purpose. Feedback:	Points: 3 (6.82%) Central idea and clarity of purpose are generally evident throughout the assignment. Displays adequate evidence of critical, careful thought and analysis and/or insight. Provides relevant supporting examples and evidence tied to central idea and purpose. Feedback:	Points: 4 (9.09%) Central idea is well developed and clarity of purpose is exhibited throughout the assignment. Displays strong evidence of critical, careful thought and analysis and/or insight throughout the assignment. Provides relevant and specific examples and evidence tied directly to central idea and purpose. Feedback:
Mechanics and Syntax Communicates ideas clearly; Demonstrates knowledge of writing conventions (grammar, syntax, spelling, sentence variety)	Points: 1 (2.27%) Pervasive and serious errors impede the focus, flow, clarity, and effectiveness. Feedback:	Points: 2 (4.55%) Frequent errors detract from the focus, flow, clarity, and effectiveness of the assignment. Feedback:	Points: 3 (6.82%) Minor or infrequent errors do not detract. Feedback:	Points: 4 (9.09%) No grammatical, spelling, or punctuation errors in the assignment. Feedback:
Sources and Evidence Use of credible, relevant sources to support ideas	Points: 1 (2.27%) Demonstrates minimal effort to use sources to support ideas in the writing. Feedback:	Points: 2 (4.55%) Demonstrates an attempt to use credible and relevant sources to support ideas that are appropriate to the discipline and to genre of the writing. Feedback:	Points: 3 (6.82%) Demonstrates consistent use of credible, relevant sources to support ideas that are appropriate to the discipline and genre of the writing. Feedback:	Points: 4 (9.09%) Demonstrates consistent use of high-quality, credible, relevant sources to fully develop ideas that are relevant and innovative for the discipline and genre of the writing. Feedback:
Organization Logical progression of ideas; Coherent integration of ideas	Points: 1 (2.27%) Writing is brief, underdeveloped, and disorganized with very weak transitions and closure. Feedback:	Points: 2 (4.55%) Writing is confused and loosely organized. Transitions are weak and closure is ineffective. Feedback:	Points: 3 (6.82%) Writing includes a beginning, middle, and end, with some transitions and good closure. Feedback:	Points: 4 (9.09%) Writing includes a strong, beginning, middle, and end with clear transitions and a focused closure. Feedback:
APA Format Correct use of APA formatting	Points: 1 (2.27%) More than a page under or over the page requirement. Missing multiple APA formatting requirements and/or not using APA format & structure. Missing APA required sections (i.e. Title page, Abstract, Discussion, Reference List...). Failed to cite sources or inability to find sources due to incorrect citation. Major, multiple errors in citation formatting. Feedback:	Points: 2 (4.55%) Slightly under or over the page requirements. Missing one or two of the APA formatting requirements. and/or not using APA format & structure, Incorrect APA paper sections (i.e. Title page, Abstract, Discussion, Reference List...). Not all sources cited in both paper & reference list. Multiple errors in citation formatting. Feedback:	Points: 3 (6.82%) Meets min/max page requirements. Minor errors in APA formatting requirements and/or APA format and structure. Minor errors in required APA paper sections (i.e. Title page, Abstract, Discussion, Reference List...). All sources cited in both paper and reference list. Minor errors in citation formatting. Feedback:	Points: 4 (9.09%) Meets min/max page requirements. Meets all APA formatting requirements and APA format and structure. Includes all required APA paper sections (i.e., Title page, Abstract, Discussion, Reference List...). All sources cited in both paper and reference list. No errors in citation formatting. Feedback:

Show Descriptions Show Feedback

Introduction: Provide an informative and summative overview of the importance of assessment in early childhood and purposeful assessment.--

Levels of Achievement: Novice 1 (2.27%) points The introduction contains general statements without addressing the specific topics. No or little support from course readings or other scholarly literature. Emerging 2 (4.55%) points The paper contains a brief introduction, however one or more statements/sections may be vague, or incomplete. Limited support from course readings or other scholarly literature. Proficient 3 (6.82%) points An informative, summative overview is provided explaining the importance of assessment for young children and explaining purposeful assessment. Support for majority of statements comes from course readings or other scholarly literature. Advanced 4 (9.09%) points An informative, summative overview is provided explaining the importance of assessment for young children and thoroughly explaining purposeful assessment. Document is well-supported by course readings and other scholarly literature. Feedback:

Part I: Appropriate and Responsible Practices Analyze and thoroughly discuss each bulleted element on the purpose and use of assessment in the directions. Include 7 or more scholarly resources with at least 4 from the last five years.--

Levels of Achievement: Novice 1 (2.27%) points Presents a superficial discussion of purpose and practices. No or little support from course readings or independent research. Emerging 2 (4.55%) points Presents a thorough discussion of most elements, but some areas are vague or incomplete. There is support for most elements, but there are one or two without support. Proficient 3 (6.82%) points Presents a thorough discussion and analysis of all elements with research-based evidence from at least 7 scholarly resources including 4 from the last 5 years. Research- based examples are included to demonstrate knowledge of purpose and use of assessment. Advanced 4 (9.09%) points Critically evaluates the use of appropriate and responsible assessment practice addressing all elements, including research-based evidence from 8 or more scholarly resources including 5 or more from the last 5 years. Research- based examples are included to illustrate the links between instruction, assessment, development, and learning. Feedback:

Part 2: Effective Selection and Planning for Assessment Analyze purpose, responsible use, strengths and weakness of assessments for assessing play for the age group selected. Include at least 4 scholarly resources from independent literature review.--

Levels of Achievement: Novice 1 (2.27%) points Presents only limited details, insight, and reflection. Little or no support from scholarly literature found independently. Emerging 2 (4.55%) points Examines and presents examples, but does not apply all of them correctly or has not researched for strengths and weaknesses based on age group selected. There is support for most elements, but there are one or two without support. Proficient 3 (6.82%) points Analyzes purpose, responsible use, strengths and weaknesses of assessments for assessing play for the age group selected. Addresses each element, including culturally responsive practice, avoiding assumptions, and how to share information with parents. Includes at least 4 scholarly resources found from outside course resources. Advanced 4 (9.09%) points Critically evaluates responsible use, strengths and weaknesses of assessments for assessing play for the age group selected. Addresses each element of the assignment, including culturally responsive practice, avoiding assumptions, and how to share information with families. In-depth analysis includes how the chosen assessment supports the age group. Includes at least 4 scholarly resources from outside course resources. Feedback:

Part 3: Developmentally Appropriate Assessment Practices Synthesize research-based perspectives related to using assessment with identified age groups. Identify use, potential data, strengths, weaknesses, validity, and reliability of assessments. Discuss how identified assessments can be used to promote development and guide teaching and learning. Include support from course readings and/or scholarly research outside the course readings.--

Levels of Achievement: Novice 1 (2.27%) points Discusses using assessments in the learning environment without connecting to age group. Lack of information in several areas. Little or no support from research. Emerging 2 (4.55%) points Describes assessments and provides examples with limited information on how assessments might guide development and learning. Minimal support from course readings or scholarly research outside the course readings. Proficient 3 (6.82%) points Synthesizes research-based perspectives related to using assessment with identified age groups. Identifies use, potential data, strengths, weaknesses, validity, and reliability of assessments. Discusses how identified assessments can be used to promote development and guide teaching and learning. Includes support from course readings or scholarly research outside the course readings. Advanced 4 (9.09%) points Critically evaluates and demonstrates complete understanding of research-based perspectives related selection and use of specific assessments with identified age groups. Clearly addresses each element in-depth and discusses fully how each assessment can promote development and guide teaching and learning. Includes support from course readings and scholarly research outside the course readings. Feedback:

Part 4: Assessments for Readiness Skills, Emerging Content Knowledge, and Intervention Research and evaluate assessments for identified age group. As in the original assignment, assess validity and reliability. Determine needed modifications for exceptionalities. Provide rationale for selection and modification. Describe how and with whom this information could be shared. Include a minimum of 5 scholarly research articles.--

Levels of Achievement: Novice 1 (2.27%) points Discusses using assessments in the learning environment without connecting to age group. Lack of information in several areas. Little or no support from research. Emerging 2 (4.55%) points Describes assessments and provides examples with limited information on how assessments might guide development and learning. Support from course readings or independent research. Proficient 3 (6.82%) points Presents research on and evaluates assessments for the identified age group, providing a rationale for each assessment selected. Provides evidence of the validity and reliability of each assessment chosen. Describes needed modifications for exceptionalities and the rationale for modifications. Addresses each element and discusses how each assessment can promote development and guide teaching and learning. Describes how and with whom this information could be shared. Includes support from at least course readings or at least 5 external scholarly research articles. Advanced 4 (9.09%) points Synthesizes research and demonstrates complete understanding for selection and use of specific assessments with identified age groups, providing a rationale for each assessment selected. Provides evidence of the validity and reliability of each assessment chosen. Describes needed modifications for exceptionalities and the rationale for modifications. Clearly addresses each element and discusses in-depth how each assessment can promote development and guide teaching and learning. Describes how and with whom this information could be shared, including specific examples. Includes support from course readings and at least 5 external scholarly research articles. Feedback:

Reflection and Growth Analyze feedback from peers and the faculty member to reflect on or strengthen this project/assessment.--

Levels of Achievement: Novice 1 (2.27%) points Makes only grammatical or spelling changes without making substantive changes in the sections where feedback is given. Emerging 2 (4.55%) points Uses faculty feedback to make changes suggested in the sections mentioned. Proficient 3 (6.82%) points Applies faculty feedback to reflectively incorporate new ideas throughout assignment. Advanced 4 (9.09%) points Critically examines feedback from peers via discussions and faculty via assignments to deepen knowledge and incorporate new ideas into assignment. Feedback:

Content/Information Clarity of purpose; Critical and original thought; Use of examples--

Levels of Achievement: Novice 1 (2.27%) points Central idea and clarity of purpose are absent or incompletely expressed. Displays little or no evidence of critical, careful thought or analysis and/or insight. Provides too few, or no examples and evidence or they are mostly irrelevant. Emerging 2 (4.55%) points Central idea and purpose are expressed but may be vague or too broad. Displays some evidence of critical, careful thought and analysis and/or insight. Provides general examples and evidence, loosely tied to central idea and purpose. Proficient 3 (6.82%) points Central idea and clarity of purpose are generally evident throughout the assignment. Displays adequate evidence of critical, careful thought and analysis and/or insight. Provides relevant supporting examples and evidence tied to central idea and purpose. Advanced 4 (9.09%) points Central idea is well developed and clarity of purpose is exhibited throughout the assignment. Displays strong evidence of critical, careful thought and analysis and/or insight throughout the assignment. Provides relevant and specific examples and evidence tied directly to central idea and purpose. Feedback:

Mechanics and Syntax Communicates ideas clearly; Demonstrates knowledge of writing conventions (grammar, syntax, spelling, sentence variety)--

Levels of Achievement: Novice 1 (2.27%) points Pervasive and serious errors impede the focus, flow, clarity, and effectiveness. Emerging 2 (4.55%) points Frequent errors detract from the focus, flow, clarity, and effectiveness of the assignment. Proficient 3 (6.82%) points Minor or infrequent errors do not detract. Advanced 4 (9.09%) points No grammatical, spelling, or punctuation errors in the assignment. Feedback:

Sources and Evidence Use of credible, relevant sources to support ideas--

Levels of Achievement: Novice 1 (2.27%) points Demonstrates minimal effort to use sources to support ideas in the writing. Emerging 2 (4.55%) points Demonstrates an attempt to use credible and relevant sources to support ideas that are appropriate to the discipline and to genre of the writing. Proficient 3 (6.82%) points Demonstrates consistent use of credible, relevant sources to support ideas that are appropriate to the discipline and genre of the writing. Advanced 4 (9.09%) points Demonstrates consistent use of high-quality, credible, relevant sources to fully develop ideas that are relevant and innovative for the discipline and genre of the writing. Feedback:

Organization Logical progression of ideas; Coherent integration of ideas--

Levels of Achievement: Novice 1 (2.27%) points Writing is brief, underdeveloped, and disorganized with very weak transitions and closure. Emerging 2 (4.55%) points Writing is confused and loosely organized. Transitions are weak and closure is ineffective. Proficient 3 (6.82%) points Writing includes a beginning, middle, and end, with some transitions and good closure. Advanced 4 (9.09%) points Writing includes a strong, beginning, middle, and end with clear transitions and a focused closure. Feedback:

APA Format Correct use of APA formatting--

Levels of Achievement: Novice 1 (2.27%) points More than a page under or over the page requirement. Missing multiple APA formatting requirements and/or not using APA format & structure. Missing APA required sections (i.e. Title page, Abstract, Discussion, Reference List...). Failed to cite sources or inability to find sources due to incorrect citation. Major, multiple errors in citation formatting. Emerging 2 (4.55%) points Slightly under or over the page requirements. Missing one or two of the APA formatting requirements. and/or not using APA format & structure, Incorrect APA paper sections (i.e. Title page, Abstract, Discussion, Reference List...). Not all sources cited in both paper & reference list. Multiple errors in citation formatting. Proficient 3 (6.82%) points Meets min/max page requirements. Minor errors in APA formatting requirements and/or APA format and structure. Minor errors in required APA paper sections (i.e. Title page, Abstract, Discussion, Reference List...). All sources cited in both paper and reference list. Minor errors in citation formatting. Advanced 4 (9.09%) points Meets min/max page requirements. Meets all APA formatting requirements and APA format and structure. Includes all required APA paper sections (i.e., Title page, Abstract, Discussion, Reference List...). All sources cited in both paper and reference list. No errors in citation formatting. Feedback:

Total Points: 44