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development over time. You may use one of the following assessment systems: • Checklist, rating scale or rubric • Performance based assessment (work samples collected over time to create a portfolio) • And, in combination with one of the above anecdotal notes may be collected and interpreted
a) Briefly describe why you selected this assessment system. Explain how you will use the
assessment tool to document a child’s development over time.
b) Describe what worked, what did not, and how effective your assessment system was in
gathering data on identified learning objectives/trajectory after implementing selected activities. Attach the pre- and post-assessment data and the assessment tool to your assignment. Implement 2) Select at least two activities that will be implemented; focus on a specific learning objective/trajectory. Identify the connections between the selected activities and the Massachusetts Curriculum Frameworks and/or the Guidelines for Preschool Learning Experience in the content area of mathematics. Identify which strand the learning trajectory addresses. The following can be used as a reference point:
• • • • •
Number sense: developmental level for Counting, Comparing and Ordering Numbers, Recognizing Numbers and Subitizing, Composing (knowing combinations of numbers), Adding and Subtracting, and Multiplying and Dividing Measurement: developmental levels for Measuring Geometry: developmental level for Recognizing Geometric Shapes, Composing Geometric Shapes, Comparing Geometric Shapes, and Levels of Spatial Sense and Motion. Patterns and Relations: developmental levels for Patterning and Early Algebra Data Collection & Analysis: developmental levels for Classifying and Analyzing Data.
5. Describe the Building Blocks weeks or curriculum being used. Look through the unit and the
two activities you selected as the focal point for your assessment. Make sure both activities have the same learning objective/trajectory as the main focus. There should be a least two weeks between the pre- and post-assessment data. • Select one activity to be your pre-assessment and briefly describe what will be assessed and the behaviors you plan to observe. • Select a second activity to be the post-assessment and briefly describe what will be assessed and the behaviors you plan to observe. • Be sure both activities focus on developing a single learning objective/trajectory.
Grading Rubrics for Focused Mathematics Assessment Course Link to Exceeds objective Assignment 10-7 points Guidelines Demonstrates 4, 5 Identifies focused developmentall learning trajectories y effective in selected activities approaches to and identifies instruction in additional concepts mathematics for and skills embedded children birth-2. in activities. Identify 1,4,5 Exceeds expectation instructional in development of objectives for assessment methods mathematics that documents and develop children’s progress methods to over time. assess children’s Clearly identifies understanding instructional of concepts. objectives aligned to learning trajectories. Demonstrate knowledge of the connection between the Massachusetts Curriculum Frameworks and the Guidelines for Preschool Learning Experiences and use both documents as a tool for planning and evaluating curriculum in mathematics. Develop assessment tools and methods to monitor children’s progress in math. Documents clinical experience 4 Exceeds expectations for clearly documenting the connections between state standards and curriculum objectives.
Meets 7-5 points Clearly identifies learning trajectories embedded in selected activities. Develops assessment methods to document children’s progress over time. Identifies instructional objectives aligned to learning trajectories. Identifies the connection between state standards and curriculum objectives.
Incomplete 4-0 points Does not clearly identify the learning trajectories that are target through the selected activities.
Does not develop assessment methods for documenting children progress overtime. Does not identify instructional objectives aligned to learning trajectories. Does not identify the connection between state standards and curriculum objectives.
Exceeds expectations for developing assessment tools to monitor children progress through multiple sources of information. Exceeds expectations for clearly documenting clinical experience and including multiple sources of documentation or
Develops pre-and post-assessment tools to monitor progress of a specific learning skill. Documents clinical experience through narrative and work samples or assessment tool.
Does not develop an assessment tool to monitor progress of a specific skills overtime.
Does not document clinical experiences using work samples or assessment tool.