College of Education
Appendix A
COMMON CORE ASSESSMENT: EDU 604: Measurement Project
Effective early childhood special education educators use sound assessment strategies to plan,
guide, and evaluate instruction for children. For this project, Candidates will complete an assessment
project with a group of prekindergarten children during this semester’s 25-hour field experience.
The assignment includes several steps.
1. Candidates will identify a learning segment (2 to 3 consecutive learning experiences) that will be the
focus of this assignment. (If the candidate is not the teacher of record, s/he will collaborate with the
classroom teacher.) The central focus of the learning segments needs to address children’s language
and literacy development in an interdisciplinary context through active, multimodal learning
experiences.
2. Based on the information the candidate will identify, select, adapt, or create pre-and
post-assessment tools to assess the central focus. The assessment tools must be developmentally
appropriate and culturally and linguistically responsive to the students. The assessment may be
informal or formal assessments.
3. Based upon the central focus identified, candidates will determine the evaluation criteria to be use
when reviewing the results of the assessment. This may include a rubric, checklist, answer key,
scoring guide, rating scale, performance-based, etc. Candidates may identify individual or group
differences in evaluation criteria based on the specific learning needs of students in the class.
4. Candidates will administer the pre-assessment to a group of students and gather student work
samples from that assessment. [Note: The candidate must work with a group of at least 2 to 4 (or as appropriate) children for this assignment.]
a. The candidate needs to explain how they considered the role of play in this assessment.
b. The candidate
5. Based on the pre-assessment results, candidates will determine the content with which the overall
group showed lack of mastery and will briefly describe a learning experience to address one area of
this content.
6. Following the teaching of the learning segment, candidates will administer a post-assessment to the
same students, and gather student work samples from that assessment.
7. Candidates will select one to two focus students of varying abilities. At least one child should have identified learning needs. Candidates will then provide feedback to the children (written, audio or video) and submit evidence of the provided feedback. For the purposes of this project, remove the students’
names from the work samples. Identify these as student 1 and student 2.
8. Candidates will conduct an analysis of the data collected from both the pre-assessment and
post-assessment for the group of students. Candidates will provide a descriptive summary of the
overall class and will uses current technology to report the data (e.g. chart, table, etc.) and a narrative explanation. The summary is to include information on student learning for all evaluation criteria and the degree to which students met those criteria. The narrative will include patterns of student learning, with an analysis of errors and strengths based on appropriate statistical analysis (e.g. class mean, median, mode, standard
deviation, and inferential statistics). Conclusions need to be supported with evidence from the
student work samples.
9. Using a strengths-based approach, candidates will identify next steps for instruction based on results
of the group and individuals focusing on students’ learning needs relative to the central focus and
standards/learning objectives addressed in the learning segment. Candidates will identify how
research/theory support these next steps and how the next steps support the children’s
development including social, emotional, physical, cognitive, language, and adaptive development.
10. Candidates will reflect upon the quality of the assessment to analyze student learning. The
reflection will identify the reliability, validity, and potential biases in measuring achievement of the
learning standards/learning objectives with the students in this class. Candidates will reflect upon
their plan for continuous professional development in the field of early childhood special education
and teaching based on this assignment.
Scoring Guide
Criterion
Unsatisfactory
Satisfactory
Outstanding
Assessment
Instruments
Teacher candidates can
identify, select, adapt,
and design assessment
instruments that are
developmentally appropriate, aligned with the central focus
and address children’s
language and literacy
development in an
interdisciplinary context
through active,
multimodal learning
experiences.
Assessment
instruments are not
appropriate for
students’
developmental levels
OR are superficially
aligned with the
central focus and
standards/objectives,
OR are of insufficient
quality to identify
student learning.
Assessment instruments
align to students’ general developmental levels, the central focus and standards or objectives, and are of sufficient quality to provide evidence to identify students’ learning.
Assessment instruments
strongly align to students’
developmental and ability
levels, align to the central
focus and standards/objectives, and are
of significant quality to
identify students’ learning.
The instrument(s) promote
active, multimodal learning
experiences and considers
the role of play.
Language Evaluation
Criteria
Teacher Candidates can
identify the language
and literacy acquisition
criteria students must
meet to be successful in demonstrating their
learning.
The evaluation’s
language and literacy
acquisition criteria is
either not provided or
does not indicate the
responses candidates
must provide for
success on the
assessment.
The evaluation’s language and literacy acquisition criteria generally address
what the class as a whole is expected to
demonstrate because of the learning segment.
The evaluation’s language
and literacy acquisition
criteria clearly establish all elements that the students are expected to demonstrate within the assessment.
Candidate anticipates
individual or group
differences, including English Language Learners, as part of
the evaluation criteria.
Content Evaluation
Criteria
Teacher Candidates can identify content criteria
students must meet to
be successful in
demonstrating their
learning.
The evaluation’s
content criteria is
either not provided or
does not indicate the
responses candidates
must provide for
success on the
assessment.
The evaluation’s content criteria generally address
what the class as a whole is expected to
demonstrate because of the learning segment.
The evaluation’s content criteria clearly establish all elements that the students are expected to demonstrate
within the assessment.
Individual or group
differences are anticipated as
part of the evaluation criteria
Feedback to Students
Teacher Candidates can
analyze the work of
individual students for
their strengths and
needs, and provide
feedback to support
learning.
Feedback is unrelated
to the learning, objective; contains
significant content
inaccuracies; or is
expressed in a way that
is disrespectful to the
students or
developmentally
inappropriate.
Feedback to the focus student (s) is accurate and primarily addresses either
strengths or needs related
to the learning objectives.
Candidate provides
consistent feedback for
the two students.
Feedback to the focus student(s) is accurate and addresses both strengths and
needs related to the learning objectives. Candidate
provides consistent feedback for the two students.
Analysis of Student
Learning
The analysis is
superficial; not aligned
to the evaluation
criteria; or is not
supported by student
work samples.
The analysis includes a
graphic and narrative
summary of student
strengths and needs for each of the evaluation criteria. The summary includes overall group results. Some identified
areas of strength or need are supported with evidence from the student work samples.
The analysis includes graphic and narrative summary of student strengths and needs
for each of the evaluation criteria. The summary includes overall group
results. Individual and/or group differences are
summarized if appropriate.
Each identified area of
strength or need is
supported with evidence
from the student work
samples.
Assessment to Inform
Instruction
Teacher Candidates can
plan next steps in
instruction based on
student assessment results.
There next steps are
not provided in
sufficient detail to
understand them; or
are not relevant to the
student results on the
current assessment
and objectives of the
learning segment.
The next steps for
instruction are based on
the results of the group to
target their learning
needs relative to the
central focus, standards,
learning objectives and/or language demands addressed in the learning segment. Opportunities for students to apply the feedback they receive is loosely connected to research/theory.
The next steps for instruction
are based on the results of
the group, and on those
target individuals to address their learning needs relative
to the central focus,
standards, learning
objectives and/or language demands addressed in the
learning segment.
Opportunities for the two focus students to apply the feedback they receive is connected to research/theory and best practices.
Technology
The candidate uses current technology to manage and report the assessment data.
The candidate does not use current technology to manage and report the assessment data. and appropriate for the report OR the choice of technology is inappropriate.
The candidate uses current technology to manage and report the assessment. The choice of technology is clear and appropriate for the report.
The candidate uses current technology to manage and report the assessment and other data. The choice of technology is clear and appropriate for the report.
Disposition
The candidate demonstrates professional
dispositions by
implementing
assessments that are
sensitive young children reflecting on specific issues of concern and possible bias in assessments, and maintaining student confidentiality.
The project fails to
maintain the legal and
human rights of the
students by identifying
the students in an
inappropriate manner;
or does not address the
potential for bias in the
assessment.
The project maintains the legal and human rights of the students by maintaining
confidentiality and
includes a limited
description of the
potential biases in the
assessment.
The project maintains the legal and human rights of the students by maintaining confidentiality and
recognizes student diversities by clearly identifying the degree to which the assessment is appropriate for
the diverse learners in the classroom.
Reflection
Candidates will reflect
upon their plan for
continuous professional
development in the
field of early childhood
special education and
teaching based on this
assignment.
At the completion of
this assignment, the
candidate includes a
reflection. This
reflection does not
clearly note their
strengths and/or areas
for continuous
professional
development.
At the completion of this assignment, the candidate engages in self-reflection and notes their strengths
and/or areas for continuous professional development.
At the completion of this assignment, the candidate engages in self-reflection and
notes their strengths and areas for continuous professional development.
The candidate identifies a plan to address these areas.
Writing Conventions
The candidate demonstrates professional disposition
by reporting all findings
using model-writing
conventions.
The project does not
follow standard writing
conventions using
appropriate grammar,
spelling, syntax, and
voice.
The project demonstrates
comprehension and
utilization of standard writing conventions using appropriate grammar, spelling, syntax, and voice.
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