Section V written analysis
EMMA02
SectionVWrittenAnalysis_Rationaletemplate-2.docxYOUR LAST NAME: WRITTEN ANALYSIS/RATIONALE
Section 5: Written Analysis/Rationale
Your name here (then change font to black, then remove blue instructions)
EEX 3226
Instructor Name
Semester/year here (then change font to black)
Child
Use this section to describe the child’s demeanor and/or remarkable traits across all three assessment situations, as you conducted assessments for sections II (Norm/Standardized), II (Informal/Criterion), and IV (Authentic/Performance). See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information). Remember, all sections of the TAIP report should be written in third person, objective.
Third person: This means reference to "I" or first person should not be used. In lieu of “I,” you are to use the “test administrator” to refer to yourself.
Objective: For example, instead of “I gave the test on June 4;” should be phrased as “the test was administered on June 4.”
Overall Analysis of the Child’s Performance
Use this section to describe your overall analysis of the child’s performance across all three assessments. Basically, you are to summarize child’s performance for on all assessments: I (Observations), II (Norm/Standardized), III (Informal/Criterion), and IV (Authentic/Performance).. Be sure to indicate if the child appears to be performing below, at, or above, age and/or developmentally expected levels. See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information). This should be written in paragraph format, indented, as it is here.
Goals and Objectives
This section should be a synthesis of the nine goals you have written for this child. Based on these nine goals, you are to select three that can serve as annual goals. Based on what you now know about this child, which three goals should remain? Please be reminded that annual goals should be for the long term (e.g. one school year).
Please be reminded that annual goals should be for the long term (e.g. one school year). So, for each three annual goals for the child, you are to write two associated “benchmark” objectives for each annual goal. Benchmark objectives are shorter approximations to the larger annual goal. These too must be in ABCD forma, but should cover either a smaller amount of content, looser criteria, shorter instructional time period.
See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information). This sections should have this structure:
Annual Goal 1:
1st Benchmark for Goal 1:
2nd Benchmark for Goal 1:
Annual Goal 2:
1st Benchmark for Goal 2:
2nd Benchmark for Goal 2:
Annual Goal 3:
1st Benchmark for Goal 3:
2nd Benchmark for Goal 3:
Rationale
Use this section to provide a rationale for why these annual goals and benchmark objectives. There should be specific rationale provide for each annual goal. See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information). This should be written in paragraph format, indented, as it is here.
Plan/Policy for How Assessment Results are Shared
Assurances for confidentiality
Describe who will have access to assessment results and why? See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information). This should be written in paragraph format, indented, as it is here.
How often assessments are administered?
Your TAIP has described a comprehensive system of assessment, implementing varied types of assessment. Use the information learned from your textbook to describe how often each of these types of assessments should be used in a program serving young children. Answer the following questions:
In a comprehensive system of assessment what types of assessment are to be implemented?
How often is each type of assessment to be implemented?
What are the defining characteristics of each type and the advantages/disadvantages for each type?
See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information). This should be written in paragraph format, indented, as it is here.
How teachers use assessment results to guide curriculum planning and to monitor progress
Use this section to describe how teachers should use information gleaned from these varied types of assessment results to guide curriculum planning and to monitor progress. See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information). This should be written in paragraph format, indented, as it is here.
How communication with families about their child’s assessments is sensitive to family values, culture, identity, and home language.
Use this section of the paper to describe how your communication with families about their child’s assessment results is sensitive to family values, culture, identity, and home language.
See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information). This should be written in paragraph format, indented, as it is here.
Once you have completed the assignment.
1. Save file as a WORD document with the file name format: your last name_Your first name_Section V Written Analysis
2. Change all text to black, then
3. Remove these (and all) instructions.
4. Upload to the assignment link
5
