Observation help

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AY3003: Observation and Analysis: Analyze assessment processes and data to support effective planning in early childhood settings.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

Topic 1: Gathering Data to Understand Development and Learning Based on the limited time you have had to observe this child, what have you noticed about her development in the developmental domains delineated in the Ages & Stages resource.

Response is not present. Response is a vague, inaccurate, or incomplete description of the child’s development based on observation data and anticipated milestones.

Response provides a clear, accurate, complete, research-based description of the child’s development based on observation data and anticipated milestones.

LO 1: Explain young children’s development based on observation data and anticipated milestones

Analyze the strengths and challenges of observing a child for a 30-minute period and constructing a running record for a period of ten minutes.

Response is not present. Response is a vague, inaccurate, or incomplete analysis of the strengths and challenges of observation.

Response provides a clear, accurate, complete, research-based analysis of the strengths and challenges of observation.

LO 2: Analyze strengths and challenges of observation

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Topic 2: Using Data to Support Assessment Planning Recommend two additional assessment strategies that would be beneficial to gather additional data on the child you observed, and explain why these strategies would yield useful development and learning information about the child. LO1: Analyze strategies to gather data on child development and learning

Response is not present. Response includes one or more vague, inaccurate, or incomplete analyses of strategies and explanations of why identified strategies would yield useful development and learning information.

Response provides clear, accurate, complete, research-based analysis of strategies and explanation of why identified strategies would yield useful development and learning information.

Professional Skills Rubric

Written Communication: Write with clarity, coherence, and purpose. 0

Not Present 1

Needs Improvement 2

Meets Expectations

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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.

Sentence 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 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.

LO6: Identify sources (AWE 2; Credit to Source)

Sources are missing. Writing inconsistently identifies or misrepresents sources.

Writing clearly identifies the source of non-original material and/or ideas.

MASTERY RUBRIC Exceeds Expectations: Connections to Experiences

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LO1: Effectively selects and develops examples of life experiences, drawn from a variety of contexts (e.g., family life, artistic participation, civic involvement, work experience), to illuminate concepts/theories/frameworks of fields of study.

The essay integrates highly relevant and well-developed examples from the observation process to evidence insight into how data can be used to understand and support young children’s development and learning.

Yes

No

©2024 Walden University, LLC 1

AY3003: Observation and Analysis: Analyze assessment processes and data to support effective planning in early childhood settings.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

Topic 1: Gathering Data to Understand Development and Learning Based on the limited time you have had to observe this child, what have you noticed about her development in the developmental domains delineated in the Ages & Stages resource.

Response is not present. Response is a vague, inaccurate, or incomplete description of the child’s development based on observation data and anticipated milestones.

Response provides a clear, accurate, complete, research-based description of the child’s development based on observation data and anticipated milestones.

LO 1: Explain young children’s development based on observation data and anticipated milestones

Analyze the strengths and challenges of observing a child for a 30-minute period and constructing a running record for a period of ten minutes.

Response is not present. Response is a vague, inaccurate, or incomplete analysis of the strengths and challenges of observation.

Response provides a clear, accurate, complete, research-based analysis of the strengths and challenges of observation.

LO 2: Analyze strengths and challenges of observation

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Topic 2: Using Data to Support Assessment Planning Recommend two additional assessment strategies that would be beneficial to gather additional data on the child you observed, and explain why these strategies would yield useful development and learning information about the child. LO1: Analyze strategies to gather data on child development and learning

Response is not present. Response includes one or more vague, inaccurate, or incomplete analyses of strategies and explanations of why identified strategies would yield useful development and learning information.

Response provides clear, accurate, complete, research-based analysis of strategies and explanation of why identified strategies would yield useful development and learning information.

Professional Skills Rubric

Written Communication: Write with clarity, coherence, and purpose. 0

Not Present 1

Needs Improvement 2

Meets Expectations

©2024 Walden University, LLC 3

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.

Sentence 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 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.

LO6: Identify sources (AWE 2; Credit to Source)

Sources are missing. Writing inconsistently identifies or misrepresents sources.

Writing clearly identifies the source of non-original material and/or ideas.

MASTERY RUBRIC Exceeds Expectations: Connections to Experiences

©2024 Walden University, LLC 4

LO1: Effectively selects and develops examples of life experiences, drawn from a variety of contexts (e.g., family life, artistic participation, civic involvement, work experience), to illuminate concepts/theories/frameworks of fields of study.

The essay integrates highly relevant and well-developed examples from the observation process to evidence insight into how data can be used to understand and support young children’s development and learning.

Yes

No