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PR003_Rubric.pdf
©2016 Walden University 1
PR003 Preschool Environments that Support Developmentally Appropriate Teaching and Learning
Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Part I: Physical Development
Sub-Competency 1: Design a developmentally appropriate preschool environment that supports children’s physical development.
Learning Objective 1.1: Describe the indoor environment of a DAP classroom design that supports the physical development of all children.
Description of the indoor environment is missing.
Response vaguely describes three indoor spaces that support the physical development of all children and/or fewer than three indoor spaces are described.
Response does not include an artifact (e.g., drawing, photos, videos, etc.) that exemplifies the design or the artifact does not accurately reflect the description.
Response does not include the source for the artifact.
Response clearly describes three indoor spaces that support the physical development of all children.
Response includes one or more artifacts (e.g., drawing, photo, video, etc.) that exemplify the design and accurately represent the description.
Response includes the source(s) for the artifact(s).
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of an indoor environment seen in an authentic preschool setting or read about in the professional literature that exemplifies DAP practices.
Response includes reference to an academic/professional resource to support the description.
Learning Objective 1.2: Describe the outdoor environment of a DAP classroom that supports the physical development of all children.
Description of the outdoor environment is missing.
Response vaguely describes three outdoor spaces that support the physical development of all children and/or fewer than three indoor spaces
Response clearly describes three outdoor spaces that support the physical development of all children.
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a
©2016 Walden University 2
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
are described.
Response does not include an artifact (e.g., drawing, photos, videos, etc.) that exemplifies the design or the artifact does not accurately represent the description.
Response does not include the source for the artifact.
Response includes one or more artifacts (e.g., drawing, photo, video, etc.) that exemplify the design and accurately represents the description.
Response includes the source(s) for the artifact(s).
description of an outdoor environment seen in an authentic preschool setting or read about in the professional literature that exemplifies DAP practices.
Response includes reference to an academic/professional resource to support the description.
Learning Objective 1.3: Create and describe schedules and transitions in a DAP classroom support the physical development of all children.
Description of schedules and transitions is missing.
Response vaguely describes one schedule and one transition activity that supports the physical development of all children and/or only one component is described.
Response does not include an artifact (e.g., drawing, photos, videos, etc.) that exemplifies the design or the artifact does not accurately represent the description.
Response does not include the source for the artifact.
Response clearly describes one schedule and one transition in a DAP classroom that supports the physical development of all children.
Response includes one or more artifacts (e.g., drawing, photo, video, etc.) that exemplify the design and accurately represent the description.
Response includes the source(s) for the artifact(s).
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of a schedule or transition seen in an authentic preschool setting or read about in the professional literature that exemplifies DAP practices. Response includes a reference to an academic/professional resource to support the description.
©2016 Walden University 3
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Learning Objective 1.4: Describe small- and large- group activities that support the physical development of all children.
Description of small- and large-group activities is missing.
Response vaguely describes one small-group and one large-group activity, or only one activity is described.
Response does not include an artifact (e.g., drawing, photos, videos, etc.) that exemplifies the design or the artifact does not accurately represent the description.
Response does not include the source for the artifact.
Response clearly describes one small-group activity and one large-group activity that support the physical development of all children.
Response includes one or more artifacts (e.g., drawing, photo, video, etc.) that exemplify the design and accurately represent the description.
Response includes the source(s) for the artifact(s).
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of a developmentally appropriate small- or large-group activity seen in an authentic preschool setting. Response includes a reference to an academic/professional resource to support the description.
Part II: Social-Emotional Development
Sub-Competency 2: Design a developmentally appropriate preschool environment that supports children’s social-emotional development.
Learning Objective 2.1: Describe activities that support positive relationships among children, families, and teachers in a preschool environment.
Description of activities that support positive relationships among children, families, and teachers is missing.
Response vaguely describes two activities that support positive relationships among children, families, and teachers in a preschool environment, or only one activity is described.
Response does not include an artifact (e.g., drawing,
Response clearly describes two activities that support positive relationships among children, families, and teachers in a preschool environment. Response includes one or more artifacts (e.g., drawing, photo, video, etc.) that exemplify the
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of a developmentally appropriate activity seen in an authentic preschool setting or read about in
©2016 Walden University 4
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
photos, videos, etc.) that exemplifies the design or the artifact does not accurately represent the description.
Response does not include the source for the artifact.
design and accurately represent the description.
Response includes the source(s) for the artifact(s).
the professional literature for fostering positive relationships among children, families, and teachers. Response includes a reference to an academic/professional resource to support the description.
Learning Objective 2.2: Describe activities that foster respect, gender identity, cultural and racial identity, initiative, friendship, and prosocial behaviors of all children.
Description of activities that foster respect, gender identity, cultural and racial identity, initiative, friendship, and prosocial behaviors of all children is missing.
Response vaguely describes two activities that foster respect, gender identity, cultural and racial identity, initiative, friendship, and prosocial behaviors of all children, or only one activity is described
Response does not include an artifact (e.g., drawing, photos, videos, etc.) that exemplifies the design or the artifact does not accurately represent the description.
Response does not include the source for the artifact.
Response clearly describes two activities that foster respect, gender identity, cultural and racial identity, initiative, friendship, and prosocial behaviors of all children. Response includes one or more artifacts (e.g., drawing, photo, video, etc.) that exemplify the design and accurately represent the description. Response includes the source(s) for the artifact(s).
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of a developmentally appropriate activity seen in an authentic preschool setting or read about in the professional literature for fostering respect, gender identity, cultural and racial identity, initiative, friendship, and prosocial behaviors of all children. Response includes a reference to an academic/professional
©2016 Walden University 5
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
resource to support the description.
Learning Objective 2.3: Describe activities that encourage appropriate learning about feelings of all children.
Description of activities that encourage appropriate learning about feelings of all children is missing.
Response vaguely describes two activities that encourage appropriate learning about feelings of all children, or only one activity is described
Response does not include an artifact (e.g., drawing, photos, videos, etc.) that exemplifies the design or the artifact does not accurately represent the description.
Response does not include the source for the artifact.
Response clearly describes two activities that encourage appropriate learning about feelings of all children.
Response includes one or more artifacts (e.g., drawing, photo, video, etc.) that exemplify the design and accurately represent the description.
Response includes the source(s) for the artifact(s).
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of a developmentally appropriate activity seen in an authentic preschool setting or read about in the professional literature for encouraging appropriate learning about feelings of all children. Response includes a reference to an academic/professional resource to support the description.
Learning Objective 2.4: Describe activities that support children’s character development, resilience, and the ability to cope with stress of all children.
Description of activities that support children’s character development, resilience, and the ability to cope with stress of all children is missing.
Response vaguely describes two activities that encourage appropriate learning about feelings of all children, or only one activity is described.
Response does not include
Response clearly describes two activities that encourage appropriate learning about feelings of all children.
Response includes one or more artifacts (e.g., drawing, photo, video,
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of a developmentally appropriate activity seen
©2016 Walden University 6
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
an artifact (e.g., drawing, photos, videos, etc.) that exemplifies the design or the artifact does not accurately represent the description.
Response does not include the source for the artifact.
etc.) that exemplify the design and accurately represent the description.
Response includes the source(s) for the artifact(s).
in an authentic preschool setting or read about in the professional literature for supporting children’s character development, resilience, and the ability to cope with stress.
Response includes a reference to an academic/professional resource to support the description.
Part III Cognitive and Language Development
Sub-Competency 3: Design a developmentally appropriate preschool environment that supports children’s cognitive and language development.
Learning Objective 3.1: Describe activities that support the cognitive development of all preschool children.
Description of activities that support the cognitive development of all preschool children is missing.
Response vaguely describes two activities that support the cognitive development of all preschool children, or only one activity is described.
Response does not include an artifact (e.g., drawing, photos, videos, etc.) that exemplifies the design or the artifact does not accurately represent the description.
Response does not include
Response clearly describes two activities that support the cognitive development of all preschool children.
Response includes one or more artifacts (e.g., drawing, photo, video, etc.) that exemplify the design and accurately represent the description.
Response includes the source(s) for the artifact(s).
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of an activity seen in an authentic preschool environment or read about in the professional literature that supports the cognitive development of all preschool children and exemplifies DAP practices.
©2016 Walden University 7
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
the source for the artifact. Response includes a reference to an academic/professional resource to support the description.
Learning Objective 3.2: Describe activities that support the language and literacy development of all preschool children.
Description of activities that support the language and literacy development of all preschool children is missing.
Response vaguely describes two activities that support the language and literacy development of all preschool children, or only one activity is described.
Response does not include an artifact (e.g., drawing, photos, videos, etc.) that exemplifies the design or the artifact does not accurately represent the description.
Response does not include the source for the artifact.
Response clearly describes two activities that support the language and literacy development of all preschool children.
Response includes one or more artifacts (e.g., drawing, photo, video, etc.) that exemplify the design and accurately represent the description.
Response includes the source(s) for the artifact(s).
Response demonstrates the same level of achievement as “2,” plus the following:
Response includes a description of a developmentally appropriate activity seen in an authentic preschool environment or read about in the professional literature for supporting the language and literacy development of all preschool children.
Response includes a reference to an academic/professional resource to support the description.
Professional Skill 001: Written Communication: Demonstrate graduate-level writing skills.
Learning Objective PS 1.1: Use proper grammar,
Multiple major and minor errors in grammar, spelling, and/or
Multiple minor errors in grammar, spelling, and/or mechanics are
Writing reflects competent use of standard edited American English.
Grammar, spelling, and mechanics reflect a high level of accuracy in
©2016 Walden University 8
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
spelling, and mechanics.
mechanics are highly distracting and seriously impact readability.
distracting and negatively impact readability.
Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
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: 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 accurately.
APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately.
Learning Objective PS 1.4: 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.
Professional Skill 003: Technology
Learning Objective PS 3.1: Use images and layout of
Images and layout are inappropriate, hard to read, and/or impede
Images or layout provide limited support for audience understanding
Images and layout generally support audience understanding
Images and design elements are used purposefully, and they
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0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
presentations to effectively communicate content to a specific audience.
audience understanding of key concepts.
of key concepts. of key concepts. effectively support audience engagement and understanding of key concepts.
Professional Skill 5: Critical Thinking and Problem Solving
Learning Objective PS 5.1: Analyze assumptions and fallacies.
Analysis of assumptions is missing.
Response is weak in assessing the reasonableness of assumptions in a given argument.
Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.
Response generally assesses the reasonableness of assumptions in a given argument.
Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.
Response clearly and comprehensively assesses the reasonableness of assumptions in a given argument.
Response provides a detailed and compelling analysis of implications of fallacies and logical weaknesses in a given argument.
Learning Objective PS 5.2: Generate reasonable and appropriate assumptions.
Assumptions are missing. Response does not adequately present and discuss key assumptions in an original argument.
Response presents and discusses key assumptions in an original argument.
Response justifies the reasonableness and need for assumptions in an original argument.
Learning Objective PS 5.3: Assess multiple perspectives and alternatives.
Assessment of multiple perspectives is missing.
Response does not identify nor adequately consider multiple perspectives or alternatives.
Response identifies and considers multiple perspectives and alternatives.
Response justifies selection of chosen alternative relative to others.
Learning Objective PS 5.4: Use problem-solving skills.
Problems and solutions are not identified.
Response presents solutions, but they are ineffective in addressing the specific problem.
Response presents solutions that are practical and work in addressing the specific problem.
Response presents compelling supporting arguments for proposed solutions.
