Child study portfolio part 3 | Observation, Assessment, and Individualization

Due Date: 11:59 pm EST Sunday of Unit 5
Points: 20

Overview:

This week you will use conversations and time samples to observe language and
executive function. You will use a checklist to document what you learned through the
conversation and will consider what the information you collected tells you about this
child’s learning and development. You will consider what next steps in learning are for
this student and will plan some strategies or an activity to further their learning and
development. Finally, you will reflect on the method of collecting information and the
value of the information you gathered.

Instructions:

Conduct the observation focused on the specified areas of development. Document
observations using the assigned method. Complete the Portfolio Part 2 form that is
provided.

Requirements:

• Submit the completed form for Portfolio Part 2.

Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.

CHS450 – Observation, Assessment
& Individualization

Unit 5 Assignment: Child Study Portfolio, Part 3

Evaluation Rubric for Unit 5 Assignment

Portfolio Parts 1 -5 4 3 2 1

Standard 1c
Using developmental
knowledge to create
healthy, respectful,
supportive, and
challenging learning
environments for
young children

Documentation,
summary and
reflection demonstrate
appropriate use of the
assessment method in
a manner that yields
valuable information
for planning next steps
for learning.

Documentation and
reflection demonstrate
appropriate use of the
assessment method in
a manner that yields
some information for
planning next steps for
learning.

Documentation and
reflection demonstrate
appropriate use of the
assessment method in
a manner that yields
general information
about the child.

Documentation and
reflection
demonstrate less
than appropriate use
of the assessment
method and/or
information is not
relevant or helpful
for planning
purposes.

Standard 3a
Understanding the
goals, benefits, and
uses of assessment-
including its use in
development of
appropriate goals,
curriculum, and
teaching strategies for
young children

Applies at least two
developmentally
appropriate teaching
strategies to the area
of development and
creates a rich plan for
an engaging learning
experience to support
child’s next steps in
learning.

Applies one to two
developmentally
appropriate teaching
strategies to the area
of development and
creates a rich plan for
a learning experience
to support child’s next
steps in learning.

Applies one to two
developmentally
appropriate teaching
strategies to the area
of development and
creates a general plan
for supporting child’s
next steps in learning.

Strategies and/or
plan are not well
developed and/or
are not appropriate
to the child’s
developmental level.

Standard 5c
Using own knowledge,
appropriate early
learning standards,
and other resources to
design, implement,
and evaluate
developmentally
meaningful and
challenging curriculum
for each child

Identifies appropriate
next steps for learning
clearly based upon
observation data, own
knowledge and early
learning standards,
plans developmentally
appropriate ways to
support learning, and
reflects upon current
strategies in place as
appropriate.

Identifies next steps
for learning based
upon observation data
and own knowledge,
plans strategies to
support learning, and
reflects upon current
strategies in place as
appropriate.

Identifies next steps
for learning based,
plans strategies to
support learning, and
reflects upon current
strategies in place as
appropriate.

Next steps for
learning are general
in nature and
strategies and plans
for support are not
clearly connected or
may not be
appropriate based
upon data or best
practice.

Standard 6a
Identifying and
involving oneself with
the early childhood
field

Performs as a
professional by
reflecting upon the
assessment method
and determining
strengths and
limitations of the
method within the
context of their
observation.

Performs as a
professional by
reflecting upon the
assessment method
and considers
strengths and
limitations of the
method within the
context of their
observation.

Performs as a
professional by
reflecting upon the
assessment method in
a general way.

Minimal reflection on
the assessment
method and context.

SS3. Candidates have
effective skills in written
and verbal
communication.
Candidates are
technologically literate.

Highly polished
project: no grammar or
spelling errors.

Polished project:
Minimal grammar
and/or spelling errors.

Adequate project:
Several grammar
and/or spelling errors.

Many grammar
and/or spelling
errors.