Rubric Analysis

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Rubric Analysis

Using two different sources, respond in writing (APA format) using the prompts below to guide your written analysis.
Part 1:

· Explore the Exemplars website, specifically the Resources tab for Rubrics. Review the Exemplars Math Rubric and Exemplars Reading Rubric.

· Questions to discuss:

o How does the Exemplars criteria for both math and reading rubrics follow a top-down or bottom-up approach? How do you know?

o To what degree are performance level descriptions addressed?

o Do these live up to what Brookhart proposes, that “. . .the most important aspect of the levels is that performance be described, with language that depicts what one would observe in the work rather than the quality conclusions one would draw” (p.26)?

o In your opinion, what are the values placed on using the terminology for mastery (Novice, Apprentice, Practitioner, and Expert)? In other words, how effective do you believe this terminology is and why?

Part 2:

· Explain the position Brookhart argues in Chapter 2 against rubrics that merely summarize the requirements of the task, as opposed to rubrics that describe evidence of learning.

· Explain what Brookhart means when saying; “Rubrics should not confuse the learning outcome to be assessed with the task used to assess it” (p.15).

· What is the relationship between this and what you learned about aligning formative assessments with the learning standards and objectives?

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria,VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com

· Chapter 1: What are Rubrics & why are they Important?

· Chapter 2: Common Misconceptions About Rubrics

· Chapter 3: Writing or Selecting Effective Rubrics

Page 15

Confusing learning outcomes with tasks Rubrics should not confuse the learning outcome to be assessed with the task used to assess it. Rubrics are not assignment directions set into chart format. The biggest mistake teachers make when they use rubrics with performance assessment is that they focus on the task, the product, and not the learning outcome or proficiency the task is supposed to get students to demonstrate. This has been my experience and has been documented by others as well.

Page 26

How to write performance-level descriptions The most important aspect of the levels is that performance be described , with language that depicts what one would observe in the work rather than the quality conclusions one would draw. As I noted in Chapter 2, a common misconception I see regarding rubrics is that after criteria are identified, they are given evaluative scales (for example, Excellent, Good, Fair, Poor). These are not rubrics; they are old-fashioned grading scales. Descriptions of performance levels can be general, describing a whole family of tasks (for example, “Uses an appropriate solution strategy”), or task-specific (for example, “Uses the equation 2 x + 5 = 15”). Decide whether you need general or task-specific descriptions of performance levels (see Figure 1.2); in most cases, general descriptions are preferred. A second aspect of levels of performance that needs to be decided is how many levels there should be. The best answer to this question is the conceptual answer: Use as many levels as you can describe in terms of meaningful differences in performance quality. For some simple tasks, this will be two levels: Acceptable and Redo, or Mastery and Not Yet. In practice, you don’t want to end up with an overabundance of uncoordinated evaluation results that will be difficult to summarize. And often there are several different ways you could describe the continuum of performance quality, using more or fewer levels. Therefore I recommend that you choose a number of levels that will coordinate with your requirements for grading (Brookhart, 1999, 2011), if possible. For many classrooms, this means four (for example, Advanced, Proficient, Basic, Below Basic) or five (for example, A , B , C , D , F ) levels. If it is not possible to coordinate the number of levels with practical grading constraints, rather than violating the criteria and their descriptions, design a rubric that is faithful to the task and its quality criteria, and then figure out a way to include it in a summary grade if that is needed (see Chapter 11). Once you have decided on the number of levels, you need a description of performance quality for each level of each criterion. A common way to write these descriptions is to begin with the performance level you intend for most students to reach
(for example, Proficient), describe that, and then adjust the remaining descriptions from there— backing off (for example, for Basic and Below Basic) or building up (for example, for Advanced). Another common way is to start with the top category (for example, A), describe that, and then back off (for example, for B , C , D , F ). These methods illustrate two different approaches to assessment. In a standards-based grading context, Advanced is supposed to be described by achievement above and beyond what is expected. In a traditional grading context, often the A is what students are aiming for.

Summative Assignment: Curriculum Based Assessment Design

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One of the difficult things as a teacher is knowing that your students have not mastered the learning outcomes, but this week, you will learn different techniques and strategies of how you can hone in on using data to help better guide your instruction in meeting the needs of your students. Be sure to review the INSTRUCTOR GUIDANCE as it provides a wealth of content to support you during this final week.

For your final assignment, be sure to carefully read the instructions as they are quite detailed. I have provided you with a template that I have posted to this announcement and here are some links from the writing center that will help support you:

APA title page help: https://ashford.mediaspace.kaltura.com/media/HelpNowA+Using+the+APA+Template/0_yhrua6jz/19511472

This entire page can help you formulate your introduction, thesis and conclusion: http://writingcenter.ashford.edu/introductions-conclusions

This link will show you how to effectively integrate any direct quotes you use (remember, keep it minimum and instead paraphrase) using the ICE Method: http://writingcenter.ashford.edu/quoting-paraphrasing-summarizing

Summative Assignment: Curriculum Based Assessment Design
Using what you’ve learned from Chapters Six and Eight from Lefrançois as well as other resources along the way, develop a curriculum based assessment (CBA) centered on one of your two instructional plans from Weeks Three and Four.

Part 1: Provide a Pre-Assessment Description (One-pages).
Use these prompts to guide your exploration of what occurred BEFORE the summative assessment.

State measurable and observable objectives (what you wanted students to learn).
Describe how you knew learning occurred prior to summative assessment.
Describe the instructional strategies used to prepare students for the summative assessment (from your previous instructional plan in either Weeks Three or Four).
Explain adjustments you made or should have made to your instruction to ensure mastery of learning objectives.
Describe how the use of technology contributed to student preparation for the summative assessment or how it will be added to and contribute to the summative assessment here.
Part 2: Design an easily accessible summative assessment (Approximately two pages)

Identify the grade level and subject matter and a measurable unit objective(s) and align with the stated standard as prescribed in the original instructional plan from either Week Three or Four and referenced from the Common Core State Standards Initiative (Links to an external site.)Links to an external site..
Create a minimum of six, no more than ten, problems/questions/tasks for students to complete that include a variety of test item types (selected response, short answer, extended written response, and/or performance).
Label each question with its corresponding:
Objective(s) (if more than one is being assessed)
Depth of Knowledge (DOK) levels (Note at least two different cognitive levels must be measured on this assessment.)
Define and discuss criteria for scoring extended response and performance items.
Part 3: Provide Assessment Reflection (One pages).

Define how you determined mastery.
Explain how you will accommodate or modify for the special population previously described in Week Four (two students with specific learning disabilities in reading and math, one ADHD student, and one English language learner).
Describe how you will use the evidence collected.
Grading: You will submit a SINGLE document clearly labeled as Parts 1, 2, and 3. APA formatting will be followed, including the required cover and reference pages. You must use a minimum of five scholarly resources, in addition to the course text. Your resources should include a combination of peer-reviewed articles and web-based articles, and they must be cited in-text. You will be held accountable for each required subcomponent per part, viewable on the assignment rubric.

Writing the Final Project
The Summative Assessment:

Must be approximately eight double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least five scholarly sources, in addition to the course text.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing

Write a reading comprehension lesson plan.

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Module two covers word analysis, fluency, vocabulary and comprehension. It is important that reading comprehension instruction teach reading strategies and then supports students application of strategies in reading different genres. In addition, comprehension is dependent on the readers ability to decode automatically, understand the vocabulary encountered and to read fluently. To demonstrate your knowledge of this, the practicum for module two will be to:

  • Write a reading comprehension lesson plan.
  • Design two literacy centers that will support student’s word analysis and fluency.

To complete the practicum you will need:

  • Practicum 2 Instruction Page.pdf: includes the TEKS Vertical Alignment standard that your lesson plan should cover, and instructions for completing the practicum.
  • Practicum two exemplar.pdf: includes a complete lesson plan covering a separate reading standard from the TEKS and two literacy centers.
  • Practicum Two Rubric.pdf: The rubric will be used to assess this practicum and assign a grade. Use this rubric as a guide as you complete this practicum.
  • ELAR_TEKS_K-12.pdf: The English Language Arts and Reading Texas Essential Knowledge and Skills document from which the assignment examples came.  This is reference for you if you are not able to read the examples in the documents provided.

    EC-6 Reading Language Arts Course – Practicum Two Instruction Page

    PRACTICUM 2 INSTRUCTION PAGE

    Below are three different pages from the TEKS Vertical Alignment document. The TEKS on these pages cover the standards for reading the following genres (Note red arrows): SEE PRACTICUM INSTRUCTIONS BELOW THESE PAGES.

    • Culture and History • Drama • Fiction • Literary Nonfiction

     

     

    Lesson MUST cover a K -6 standard only. DO not select a TEK above 6th grade.

     

     

    EC-6 Reading Language Arts Course – Practicum Two Instruction Page

     

     

    Instructions:

    1. Choose one of the student expectations from the examples above. Make sure the standard is within the grade levels of kindergarten through 6th grade.

    2. Design a lesson plan that can be completed within 1 to 2 reading blocks. Make sure that the lesson will lead students to the goal of meeting that TEKs standard selected. Your lesson plan must contain the following:

    1. TEKs standard with grade level clearly marked (for instance, practicum exemplar is 5.11A which stands for 5th grade).

    2. Clear, measurable objective for the lesson. 3. Lesson resource list. 4. Clear lesson that follows the Gradual Release of Responsibility with distinct “I DO”, “WE DO”,

    and “YOU DO” portions written out and explained fully. 3. Include a Fluency Workstation that will support students in the area of fluency appropriate for the

    grade level. Workstation explanation must contain: 1. Resource list 2. Instructions for Students

     

     

    EC-6 Reading Language Arts Course – Practicum Two Instruction Page

    4. Include a Word Analysis/Phonics Workstation that will support students in the area of decoding and word analysis appropriate for the grade level standard you chosen.

    1. Resource List 2. Instructions for Students

Community Center Proposal

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Your community is opening a brand new Community Child Development Center.

Now that you are an expert in the field, you have been chosen to lead a development team that will create a proposal for interactive, fun, and educational programming activities that will be provided for children and adolescents in this center.

Utilize problem-solving techniques in exploring developmental issues, grounded in child development, in order to assess what activities and items should be included in each program. The chosen activities and items must be developmentally appropriate and based in theory.  They must also address the themes of this class, including Health and Well-Being, Family and Parenting, Education, Culture, and Gender.  Once you have chosen these features, you will present your ideas to a mock city council board (i.e. your instructor) with a written proposal describing the programming in detail.

You have been asked to propose programming for five different age groups in the Community Child Development Center:

  • Infant (0-1 year)
  • Toddler (1-3 years)
  • Early Childhood (3-6 years)
  • Middle/Late Childhood (7-12 years)
  • Adolescence (13-18 years)

The Community Child Development Center will have a room dedicated to each of these age groups.  In your proposal, you will identify and describe two specific activities for each “room” (for a total of 10 activities) that address their developmental domain pathways: physical, cognitive, and psychosocial.  All three domains of development must be addressed within your activities.  For example, you may have one activity which enhances cognitive and psychosocial development and a second activity which enhances physical development for a particular age group. In addition to identifying these activities, you will demonstrate a foundational knowledge of the age group’s developmental continuum by explaining your reasoning for choosing each activity, based on your analysis of theory and current child development research.

Additionally, you will search for at least one age-appropriate game, toy, picture, or other “play” item to enhance the chosen activities within each age group. Keep in mind that this may include things like art, music, technology, or safety gear as you deem fit.  For each item that you recommend, your proposal will explain why the city should purchase the item informed by research and theory.

The overall goal of the final project is much like that of a grant proposal, in which a developer must convince the city council that his or her new business or activity is both cost-effective and beneficial to the community.

You are encouraged to be creative and persuasive in your proposal, but remember that everything must be supported by the theories and research covered in our class. Included is a Community Child Development Center Proposal Template, demonstrating what information should be included in your project.

SPECIAL NOTES:
You will utilize the Community Child Development Center Proposal template to create and submit your proposal.  Enter the requested information on the title page where indicated. Where you find the text “This is where you will…” within the proposal, please remove that and enter your own content. The headings in bold should not be altered. Replace the verbiage “paragraph #” with the title of your activity or object.  You will use bullets in the outline phase, but create cohesive paragraphs with appropriate headings for the final submission.   Remember your audience wants to see what you are going to provide and why. The final content for each “room” will consist of four paragraphs that will address two activities, one object or toy and a short discussion of the major themes addressed in the room.

In your Community Child Development Center Proposal, you must include the following:

  • Please complete each section of the template including the information requested.  A good way to brainstorm different age appropriate activities is using Google search.  For example, enter “activities to support cognitive development in toddlers” and numerous sites with suggested activities.  Remember that your activities may be simple (especially with newborns) but they must also be specific and age appropriate, and you are to connect them to developmental theory within the proposal.  You must also cite the sources in your proposal.
  • Within each room, you will be asked to justify your activities and items by analyzing interactions of the major themes: Health and Well-Being, Family and Parenting, Education, Culture and Gender as factors influencing the developmental physical, cognitive and psychosocial pathways.  Your written proposal must address how you have accounted for each of these themes in its associated room as they relate to physical, cognitive, and psychosocial development. Each theme must be included in at least one room, and each room must address one or more themes. (Please see these samples for ways to explain how you have accounted for this.)
  • While much of the support for your proposal will come from the text book, you must include information somewhere in the proposal from two [2] scholarly sources  Remember to cite all your sources (including the text book) according to APA style as outlined in the Ashford Writing Center. For information regarding APA samples and tutorials, visit the Ashford Writing Center (Links to an external site.)Links to an external site. through the tab on the left navigation toolbar in your online course. The EBSCOHost and PsycINFO databases in the Ashford Online Library are helpful sources of information, as are the required and recommended resources found in your course materials. . On the library website, click on “Find Articles and More” and select “Databases by Subject” and then “Psychology.” (For further assistance in researching scholarly sources, please click on the “LibraryU” link on the Ashford University Library website.)

The Community Child Development Center Proposal

  • Must be seven to eight double-spaced pages in length (not including the title page and references), and formatted according to APA style (Links to an external site.)Links to an external site. as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    • Title of Community Center
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must begin with an introductory paragraph (Links to an external site.)Links to an external site. that has a succinct thesis statement, in which you introduce the topic and your Community Center.
  • Must address the topic of the paper with critical thought within each of the designated age groups.
  • Must end with a conclusion (Links to an external site.)Links to an external site. that reaffirms your thesis and thanks the mock city council for their time and consideration of your proposal.
  • Must use at least two scholarly sources in addition to the text book. Be sure to integrate your sources (Links to an external site.)Links to an external site. rather than simply inserting them.
  • Must document all sources in APA style, as outlined here (Links to an external site.)Links to an external site. and here (Links to an external site.)Links to an external site..