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Cox, J. (2020, February 19). Sample Essay Rubric for Elementary Teachers. ThoughtCo. https://www.thoughtco.com/essay-rubric-2081367

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Gorski, D. (n.d.). Early Learning Observation Rating Scale. Get Ready to Read. https://www.getreadytoread.org/screening-tools/early-learning-observation-rating-scale

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Jasper. (2018). Feedback and Assessment: Assessment checklists. Feedback and Assessment | Assessment Checklists. https://www.nhi.fhwa.dot.gov/LearnersFirst/assessment-checklists.htm#:~:text=A%20checklist%20is%20an%20assessment,participant’s%20performance%20of%20each%20criteria.

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Ramirez-Espinola, M. (2023, February 7). Teaching Tuesday: The Benefits of Rubrics for Early Childhood Education. GCU. https://www.gcu.edu/blog/teaching-school-administration/teaching-tuesday-benefits-rubrics-early-childhood-education

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Wortham, S. C., & Hardin, B. J. (2020). Assessment in Early Childhood Education. Pearson.

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A calculable assessment or observation of a behavior, skills, or qualities being present

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Early Learning Observation Rating Scale

The purpose of the Early Learning Observation Rating Scale (ELORS) is 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. The ELORS allows teachers and parents to reflect systematically on their concerns and helps them recognize if the child would benefit from additional support.

The ELORS is intended for use with four-year-old children in the year before kindergarten. The systematic and strategic observations will enable teachers and parents to gather information about children across developmental domains, determine levels of concern about children's overall learning progress and their growth in specific areas of learning and behavior, and recognize children who might benefit from additional support for learning. The process and the results will inform communication and planning among parents, school personnel, and others.

There are three ELORS forms: Whole-Class, Teacher-Individual Child, and Parent-Individual Child.

The developmental domains covered by ELORS:

The Perceptual and Motor domain includes fine and gross motor skills, coordination, integrating motor skills and vision, sensory integration, visual memory, and tactile defensiveness.

The Self-Management domain includes self-regulation skills, delayed gratification, impulsivity, understanding consequences of actions, self-help skills, remembering routines, seeking help when appropriate, attentive behaviors, work habits, and response to learning situations.

The Social and Emotional domain includes social interactions, friendships and play, turn-taking, reciprocal play, self-expression and emotions, interpreting emotions of others, cooperation, and participating in group activities.

The Early Math domain includes quantity comparison, one-to-one correspondence, concept of attribute, recognition of simple patterns and sequences, spatial orientation, concept of time, counting, concept of number, number recognition, and number naming.

The Early Literacy domain includes emergent literacy skills related to awareness of letter sounds, syllables and rhymes, alphabet knowledge, interest in and knowledge of books and print, pre-writing skills, decoding, and word recognition.

The Receptive Language domain includes skills in hearing and understanding sounds, listening comprehension, recognizing and discriminating environmental sounds, completing sound patterns, shifting auditory attention, and auditory sequencing tasks.

The Expressive Language domain includes skills in talking and conversation including vocabulary, syntax, pragmatics, articulation, verbal memory, word retrieval, and spoken communication.

How to Use the ELORS

The ELORS Observation Forms

Interpreting the ELORS Results

Suggested Tip!

Be Ready for Reading

Bring a book to your child's next doctor's appointment to ease the wait. And, leave a book where you keep your reusable shopping bags to make the shopping cart a rolling reading room

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Early Learning Observation Rating Scale The purpose of the Early Learning Observation Rating Scale (ELORS) is 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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The Early Childhood Direction Center. (2006). Developmental checklists - phlprek. Developmental Checklists Birth to Five. https://phlprek.org/wp-content/uploads/2016/10/developmental_checklist.pdf

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A qualitative tool used to score student's work and assess their progress. Expectations for assignments and work are given on a rubric.

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Teaching self-monitoring and self-assessment strategies to students at a young age is vital. Young students should participate in how they may be evaluated and learn to use tools to set goals. This process of modeling students' self-monitoring can occur at a young age.

In "Building Basic Vocabulary: Tracking My Progress," author Robert J. Marzano asserts that teachers need to communicate clear expectations, offer explicit and timely feedback, and implement rubrics so students can analyze their progress and reflect on their learning. ¹ Rubrics can help guide students' focus through an understanding of expectations. They can be represented in symbols, charts or faces which young children can more easily understand. Hence, rubric use has many benefits in early childhood education.
In This Article:
Rubrics

A rubric is a visual tool that shows students, parents and teachers the expectations the students need to meet. To aid educators in discipline and classroom management, charts and rubrics, which are expectations with rules, are reviewed and adhered to by all students. They can show character faces or symbols for students to better connect to for understanding expectations and setting goals. Thus, the chart allows students to communicate, seek clarity, look at expectations, self-monitor and self-assess their behavior and academic progress.

Rubrics can provide student progress for students and parents to view. Teachers use these tools to monitor students' growth, offer feedback and modify instruction to fit students' needs. So, students and teachers can develop or choose the rubrics together for learning stations and small groups or evaluate skills students need to master, including academic, social or emotional skills.

Rubric Symbols

A rubric that presents a symbol, color or other artifacts can be visual to help students and parents understand the expectations and what students have mastered or need to master. A symbol, for example, can have a checkmark or a grid with numbers indicating "5" for mastery, for example, showing what a student has learned. Thus, parents and students have a visual tool to monitor mastery. The same would be for math, for example, learning numbers 1 through 10. The student can circle a checkmark for each number the student can identify and name.

Parents and students visually understand the expectations and whether the student mastered the skill or concept. Rubrics can be helpful for parents whose first language is not English. Visual aids can help parents participate in student learning. In short, the benefit is that a symbol can show what is expected and what was learned or what still needs to be mastered.

Rubric Faces

In early childhood education, character faces or faces are used for young children to describe certain feelings they may not be able to verbalize. At a young age, students learn to keep their hands to themselves, coping mechanisms, and sharing techniques, to name a few. These elements of early childhood learning are part of discipline and support student learning. These rubric faces can help teachers modify instruction based on student feedback. Comprehension is critical, so these faces can also help teachers know what students understand, and a happy face can be circled after the students count from 1 to 10.

In this way, students understand a smiley face to understand that they comprehend counting from 1 to 10. However, character faces are generally used for social and emotional learning with a focus on the domains to maintain discipline by using the rubric to inform instruction and modeling students' appropriate behavior, but also letting young students express themselves using a character face when they may not verbally know how to communicate sadness, frustration or anger, for example.

In short, rubrics can be a quick and informative way to evaluate students' progress in many domains. Students can benefit from various uses of these tools to manage their social and emotional temperament and to understand and show their mastery of content. Furthermore, rubrics encourage students to set goals and reflect on their progress. ²

Early childhood education is an environment where foundational skills are procured. So, students need to learn content but also build self-awareness of their learning. Self-efficacy is crucial, and rubrics can help build that confidence at a young age. Clear learning targets are necessary to effectively teach and develop students' metacognitive skills. ³ Students learn to set goals, and rubrics can be a visual and tangible tool to accomplish these goals.

Check out all the articles from Teaching Tuesday. Learn more about Grand Canyon University's College of Education and our degree programs, and join in our efforts to elevate the education profession.
Retrieved from: 1 Marzano, R. J. (2017). Building Basic Vocabulary: Tracking My Progress (A companion resource to help students learn new vocabulary words and build their literacy skills). Solution Tree Press. 2 Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48:1, 12-19. 3 White, J. (2020). Using Rubrics and Self-Monitoring with Young Children. Approved by the assistant dean of the College of Education on Feb. 1, 2023.

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benefits of rubrics for early childhood education

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Teaching Tuesday: The Benefits of Rubrics for Early Childhood Education

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Teaching self-monitoring and self-assessment strategies to students at a young age is vital. Young students should participate in how they may be evaluated and learn to use tools to set goals. This process of modeling students' self-monitoring can occur at a young age. In "Building Basic Vocabulary: Tracking My Progress," author Robert J.

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An organized list of items that represents the curriculum or development for a certain age group and helps in checking a child's development, keeping it on record, and helping a teacher plan curriculum for the students

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Assessment Checklists

A checklist is an assessment tool that lists the specific criteria for the skills, behaviors, or attitudes that participants should demonstrate to show successful learning from training. Checklists usually feature statements or questions about the participant's performance of each criteria. Answer choices are generally limited to "Yes" or "No." Because they clearly state the skills, behaviors, and/or attitudes expected at the end of training, both participants and instructors can use checklists to monitor learning. Instructors and peers can use checklists to record their observations during participant demonstrations or performances.
Instructions
To create an assessment checklist:

1. Identify the key skills, behaviors, or attitudes in a learning outcome, as well as any conditions (time limits, resources used, etc.)

2. Write a clear, specific, observable description of the skill, behavior, or attitude.

3. Write a sentence or question for each description.

4. Create a checklist document and leave a space for the date. This will help you track participant progress if more than observation will take place.

5. Organize the statements/questions into a table with spaces for checkmarks or Yes/No responses.

6. Leave space(s) to write anecdotal comments

7. hare the assessment checklist with participants at the start of the training.

Example

Figure 19 displays an assessment checklist that could be used with Jeff Jasper's NHI Instructor Development Course training presentation, "Highway Plan Reading: Centerline Stationing," is shown below.

Participant Name: _______________________ Date: __________________

Participant uses correct terminology when defining centerline notation:

Participant can mark a centerline station if given stationing notation.

Participant can write notation for a station marked on a centerline.

Participant can calculate the distance and direction of an offset from the centerline.

Source: Jasper (2018).

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Feedback and Assessment | Assessment Checklists

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A checklist is an assessment tool that lists the specific criteria for the skills, behaviors, or attitudes that participants should demonstrate to show successful learning from training. Checklists usually feature statements or questions about the participant's performance of each criteria. Answer choices are generally limited to "Yes" or "No."

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An example of a rating scale would be one used to assess the reading skills of a student after a certain amount of months learning about grammar and language. The rating scale would use graphics and key words to show whether the child is improving or not.

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An example of a rubric could be a set of expectations for an essay and numbers to go along with how well a student uses key components to create a well thought out and executed essay, and this is what their grading would be based on.

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An example of a checklist is a list of developmental stages and abilities a child of a certain age group should be at with space next to each skill to put a checkmark if the child has that skill

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Some benefits of rubrics are that they give guidelines for what an appropriate and well done assignment includes. They are also diverse and can be used in various ways. Rubrics can also be easily changed to fit an assessment better. Rubrics also help both teachers and students with guidance while completing work or grading work.

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Some benefits of using rating scales are that they are easy to complete as descriptions of children behavior is already listed and provided. The indicators on a scale essentially tell the rater how to use the scale, so not much training is required. Rating scales can measure a child's behavior more accurate than a yes or no system, but they are more directed than an open ended observation system. Ratings scales enable a teacher to show the student's steps towards a goal rather than just whether they have achieved it or not.

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Benefits of checklists include that they are easy to learn and use, and they can be used whenever evaluation occurs. Another benefit is that checklists can be used with various assessment strategies making them flexible. A checklist is always available to use no matter the time that the teacher wants to record the student's development. Checklists are helpful in communicating a child's growth with parents and giving them activities to do at home with their child to support learning.

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Disadvantages of rubrics are that it may be hard for teachers to decide the scoring guidelines when they first start creating rubrics. Another disadvantage is that rubrics can be too general and decrease in reliability over time if not updated. They also may focus more so on the number of qualities when grading an assessment over the actual quality of it.

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Disadvantages of rating scales are that errors and bias by the raters can happen. Another disadvantage is that they give no information on the causes of the behaviors. They can also be unreliable because the meaning of the descriptors can be viewed differently among different raters.

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Disadvantages of checklists include that they can take up a lot of time, especially a lot of time away from teaching students. They can also cause teachers to become overwhelmed if they feel that they have too many or if they are not used to recording behavior with checklists. Some educators also do not consider checklists to be an accurate way of observing a child's development, and they don't measure how well a child is doing at a skill, they just measure if the child can do the skill.