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~Assessment in Early Childhood Education, Sue C. Wortham, Sixth edition

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4 (80-100%)

Research paper demonstrates complete understanding and execution of the assigned objectives. Thesis statement/argument is clearly stated, complex and original, and the writing does not spend excessive time on any one point of development at the expense of developing other points in the body of the paper. Writing is also error-free, without ambiguity, and reads smoothly, creatively, and with a purpose.

3 (70-79%)

Research paper demonstrates considerable understanding and execution of the assigned objectives. Thesis statement/argument is stated, verges on the complex and original, and the writing shows accuracy and balance in developing body points, but may exhibit occasional weaknesses and lapses in correctness. Writing also has some errors and ambiguities, yet does read clearly and coherently.

2 (60-69%)

Research paper demonstrates some understanding and execution of the assigned objectives. Thesis statement/argument is faintly stated and/or expected and not confident, and the writing is inconsistent in terms of balance in developing body points, and exhibits weaknesses and lapses in correctness. Writing also has many errors and ambiguities, and may read confusingly and incoherently.

1 (50-59%)

Research paper demonstrates limited understanding and execution of the assigned objectives. Thesis statement/argument is simplistic, unoriginal, and/or not present at all, and the writing is unbalanced in developing body points, weak, and incomplete. Writing also has numerous errors and ambiguities, and reads confusingly and incoherently.

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4 (80-100%) Research paper demonstrates complete understanding and execution of the assigned objectives. Thesis statement/argument is clearly stated, complex and original, and the writing does not spend excessive time on any one point of development at the expense of developing other points in the body of the paper.

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~an assessment tool that is designed to help a person organize and record the evaluation of a child's academic progress.
~a teacher will review the checklist and determine if the child's academic progress for the year is in line with the child's abilities.

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~ allows the teacher to indicate the degree of the behaviors, skills, and strategies displayed by the learner.
~ it states criteria and provides three or four response selections to describe the quality of the student's work.
~can give students the information they need for setting goals and improving performance.

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~to understand the development
~to serve as a framework for curriculum development
~to assess learning an development

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~to help teachers and parents gather and share information about young children with specific attention to characteristics that might be early signs of learning disabilities.

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~ a type of scoring guide that assesses and articulates specific components and expectations for an assignment.
~ gives a teacher set guidelines to follow when assigning points.

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~to provide valuable information about the degree to which a specific learning outcome has been achieved.

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~ Analytic Rubric
∙allows you to assess participants' accomplishments based on multiple criteria using a single rubric.
~ Holistic Rubric
∙ single criteria rubric used to assess students' overall achievements on an activity based on predefined achievement levels.

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~Benefits:
∙they provide guidelines for quality student work and performance
∙they are flexible and designed for many uses and ability levels
∙they are adaptable, dynamic, and subject to revision and refinement
~Disadvantages:
∙Teachers just starting to develop rubrics may have difficulty determining assessment or scoring criteria.
∙A mistake commonly made is to inappropriately focus on the number of characteristics found, rather than the indicators of quality work.
∙

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~ teachers can use these to record observations and students can use them as self-assessment tools

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~Benefits:
∙they are very easy to use and require very few instructions
∙very flexible and can be used with many different assessment strategies
∙are always there so behavior can be recorded frequently
~Disadvantages:
∙can be time-consuming
∙some teachers find it a bit difficult to get started. They find it hard to adapt their teaching and behavior strategies to include the checklist
∙checklist doesn't provide how well a child performs. They only indicate if the child can perform adequately.

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~Benefits:
∙can be used to measure behaviors that aren't easily measured.
∙they are quick and easy to complete because the scale is provided with descriptors of the child's behavior.
∙they are a useful strategy for assessing the child's progress in their journey to understanding the world.
∙are easy to develop and use.
~Disadvantages:
∙They are highly subjective. Rater error and bias are common problems.
∙ tell a little about the causes of the behavior. Provide no additional information to clarify the circumstance in which the behavior occurred.
∙Include no casual clues for the observer unless notes are taken beyond the rating scale itself.