FINE MOTOR ACTIVITY BASED ASSESSMENT

Date: 11/22/2020_________________________
Teacher: __Abigayle Turner____________________
Child’s Name: __Addy_______________________
Child’s Age: _4___________________
Setting: ___Her room____________________

Detailed description of the activity, with photo:

For this activity we will be playing with Addy’s blocks to build a castle. She has been looking forward to playing with me
so I will just be prompting her if needed. I asked her what she wanted to build and she said she wanted to build a castle
thrown for her Peppa Pig.

Domain Domain Domain

Fine Motor Fine Motor Fine Motor
Skill: Skill: Skill:

Builds a tower of 6-8 blocks Builds Blocks with enclosures Builds Blocks with Arches

Presentation of materials: Presentation of materials: Presentation of materials:

Have the blocks out ready to Have the blocks out ready to play Or Have the blocks out ready to play Or
play. already have a little three sided already have two towers or an open
rectangle built sided shape made
Prompt: Do/Say Prompt: Do/Say Prompt: Do/Say

Oh my goodness look at all
these blocks! Should we see if
we can build the TALLLLESSST
tower?
I am trying to build a room for my I want to make a bridge between my two
princess but I am not sure how! Can you castles! Can you help? Or How do you
help me? think I could do that?
Or

Do you think we should put a roof so

they don’t get rained on?
Child’s Response: Child’s Response: Child’s Response:
Addy quickly started to build I did not use my prompt for this skill I was building my own tower as well with
 her tower and was able to stack
it 11 block high. She said “Oh
no! It needs help!” and she re-
did the tower but by making it a
three-sided tower like a
rectangle missing a side. Once
she added the extra sides the
tower was able to stand without
being wobbly.
because Addy demonstrated this skill by
making a thrown tower for her peppa
pig. She put a roof over Peppa pig’s
thrown and she also stacked some clock
together to make “Mailbox” where she
put other thinner wood blocks in and
used a building to cover the opening.
Addy and I did use this prompt. I asked
her if she wanted to help put them
together so they can visit each other. She
then constructed a bridge by putting two
long blocks sticking out on the top of
each structure and connected them with
another block to secure the bridge.

Child 350: Observation and Assessment

Activity Based Assessment (ABA)

Plan an Activity Based Assessment to assess three age-appropriate fine motor skills. Use the form provided.
Identify how you plan to present the materials to assess each particular skill, prompts that you would use to
elicit responses, and the child’s response that provides evidence of knowledge and skill level.
You must conduct this assessment (not just put materials on a table), be present during the activity, and record
the child’s responses during the assessment. Part of your score will be the quality of the activity used to assess
the child’s level of understanding.
ABA Narrative
1. Describe the purpose of an Activity Based Assessment.
An activity-based assessment is a great way to assess children in their natural state so the reactions and
display of the knowledge may be more genuine. You assess the skills you are looking for with an
activity that is designed to seem like play instead of an assessment. A successful ABA is when the child
does not even know they are being assessed.
2. Why is an ABA a type of authentic assessment? You will need to define authentic assessment.
An authentic assessment is usually aimed to be conducted without the child know they are being
assessed. In real time throughout their normal activities such as play. As opposed to a standard
assessment where you are assessing in a formal setting with a script. ABA is an authentic assessment
because it is informal, done through play, and there is no rigid script or questions you must ask.
3. Briefly describe what you did to conduct this assessment.
 I answered this in the chart above
4. Provide a summary of what you learned about the child’s fine motor skills.
I learned that Addy has a good understanding and control with her skills. When the tower was
unsupported and wobbly she was more gentle when she was trying to put the blocks on so that the tower
would not fall.
5. Was the child’s performance typical of a child his/her age? Why or why not? Compare to
developmental milestones, standards, grade expectations. You will need to provide a source to support
your conclusions, identifying age-appropriate expectations for the specific skill identified, then compare
child’s performance to the developmental fine motor milestone.
Based on the developmental milestone checklist and other children I have observed over the years I
would say that her performance is typical. She was able to meet the skills just fine and without even
being prompted.
This will be worth 20 points
Summary: You will submit one completed Fine Motor ABA template with the narrative that includes the
information described above. Due December 8th
 Child 350: Observation and Assessment
ABA Grading Rubric

ABA
___ (.5)Child and setting information provided
___ (5)Activity and description
+ 3Examiner made an original activity to assess child’s fine motor skills
4-5Material was purposefully selected to assess a variety of skills
1-3Examiner used existing materials in the classroom
___ (1)Photo of activity provided
___ (1.5)3 different age appropriate skills identified
___ (1.5)How materials presented to the child described
___ (1.5)Specific prompts identified to elicit responses (what you said)
___ (1.5)Child’s responses recorded

Narrative
___ (1)Description and purpose of ABA
___ (1)Explanation for why this is a type of authentic assessment
___ (.5)Brief description of what you did
___ (1)Summary of what you learned about each child’s fine motor skills
___ (1)Comparison of results to developmental norms

Narrative Format: (3)

___ .5Avoids inferences, unless interpretation is needed or requested and supported by specific
observations
___ .5Uses professional tone and language
___ .5Logically sequenced information, with transitions between sections so that the report does not
sound like the writer was answering some external questions that the reader is not aware of, flows well with
connections between ideas
___ .5Does not assume the reader is the instructor or someone familiar with this facility or assessment.
Written to a neutral audience (avoids terms such as Level 2, “flop and drop”, Lab A, etc.)
___ 1Few mechanical errors
 Correctly citing material that has been taken from a source will also be evaluated;
however, failing to properly cite information used will not result in loss of a point or two,
but could result in a 0 on the assignment.

___ TOTAL (20)