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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
