For this Performance Task Assessment, you will select a
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Overview
For this Performance Task Assessment, you will select a child you know (a relative, friend's child, etc.) who is between the ages of 6 weeks and 5 years to observe for data related to specific developmental domains. You will then analyze the strengths and challenges of observing a child for a 45-minute to 1-hour period and recommend additional assessment strategies that would help add to your understanding of development and learning information about the child.
Your response to this Performance Task should reflect the criteria provided in the rubric and should adhere to the required length.
This Assessment requires submission of two files, including the Running Record Form and writing assignments.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Access the following to complete this Assessment:
- Ages & Stages Resource https://www.healthychildren.org/English/ages-stages/Pages/default.aspx
- Running Record Form Template
Gathering Data to Understand and Support Childhood Development and Learning
For this Performance Task, select a child you know (a relative, friend's child, etc.) who is between the ages of 6 weeks and 5 years of age to observe for a 45-minute to one hour period. Before you observe, review the Ages & Stages resource from the American Academy of Pediatrics for the age of the child you are observing. As you observe, note your observations on the Running Record Form to refer to when you write your paragraphs for this Assessment.
Note: In the Ages & Stages resource, the developmental domains are referred to differently depending on the age of the child.
Then, write 2- to 3-pages with the following two parts:
Part 1: Beginning a Development and Learning Assessment
- Based on the limited time you have had to observe this child, what have you noticed about his/her development in the developmental domains delineated in the Ages & Stages resource. (3-–4 paragraphs)
Part 2: Assessment Planning
- Analyze the strengths and challenges of observing a child for a 45-minute to 1-hour period. (1–2 paragraphs)
- 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. (2 paragraphs)
Running Record Form Template
Use the following template to record information and observations using a running record. Plan to collect data for 45-minutes to an hour.
Be sure the data you record is objective.
Refer to each developmental domain as it is referred to in the Ages & Stages resource provided (i.e.: physical, cognitive, social emotional, etc.).
Date:
Time:
Running record:
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©2017 Walden University 1
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 his or her development in the developmental domains delineated in the Ages & Stages resource. LO 1: Explain young children’s development based on observation data and anticipated milestones
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.
Analyze the strengths and challenges of observing a child for a 45-minute to 1-hour period. LO 2: Analyze strengths and challenges of observation
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.
Topic 2: Using Data to Support Assessment Planning
Recommend two additional strategies that
Response is not present. Response includes one or more vague, inaccurate, or
Response provides clear, accurate, complete,
©2017 Walden University 2
0 Not Present
1 Needs Improvement
2 Meets Expectations
would be beneficial to gather additional data on the child you observed, and explain why these strategies would yield useful learning and development information about the child. LO 1: Analyze strategies to gather data on child development and learning
incomplete analyses of strategies and explanations of why identified strategies would yield useful development and learning information.
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
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;
Multiple inaccuracies in grammar and mechanics impede
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.
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Sentence Level Skills) reader’s access to ideas.
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
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.
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