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College of Education Appendix A COMMON CORE ASSESSMENT: EDU 604: Measurement Project

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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