Education week 4 assignment

Performance-Based Assessment Mini Portfolio

Performance-based assessments, also known as authentic assessments, are another important method of measuring children’s development. During the first three weeks of this course, you have explored various assessments used to understand a child’s capabilities and needs. By focusing on what a child can do, teachers can establish individualized goals for each child. By continuing to observe, assess, and document milestones, teachers can proactively plan curriculum to meet the diverse needs of students.

Next week, you will read more about how teachers use portfolios as assessment tools. This week, you will explore potential portfolio tools that you are comfortable using for your final assignment.

Prepare

To prepare for this assignment

Review the seven-minute video, Authentic Assessment in Early InterventionLinks to an external site..
Review the Authentic Assessment Tool Instructions Download Authentic Assessment Tool Instructions.
Read the article, Putting Assessment Back in the Hands of Teachers: Teacher-Created Performance Assessments Can Lead to Deeper Learning and Powerful Changes in Instructional ClimateLinks to an external site..

Assignment Instructions Step 1: Review one of the following videos from the

Video LibraryLinks to an external site.

Cody Writing and Drawing (Select the Practice Clips: Preschool to review this video).
Crystal Moving Around (Select the Practice Clips: Preschool to review this video).
Carmen Counting at Lunch (Select the Practice Clips: Preschool to review this video).
Nicholas at Storytime (Select the Practice Clips: Infant/Toddler to review this video).

Step 2: Review the chosen video a second time while completing the corresponding performance-based assessment tool.Video NameDownload Performance Assessment ToolMilestones Reference, if needed Cody Writing and Drawing

Emergent Writing Tool

Download Emergent Writing Tool

Written Communication Development ChartLinks to an external site.

Crystal Moving Around

Gross Locomotor Movement Tool

Download Gross Locomotor Movement Tool

Gross Motor Development ChecklistLinks to an external site.

Carmen Counting at Lunch

Number Sense of Math Operations Tool

Download Number Sense of Math Operations Tool

Math preschoolLinks to an external site.

Nicholas at Storytime

Interest in Literacy Tool

Download Interest in Literacy Tool

Written Communication Development ChecklistLinks to an external site.

Step 3: Create a mini portfolio for your chosen student using the

Performance Based Assessment Mini Portfolio

Download Performance Based Assessment Mini Portfolio

template or use a tool of your choice, such as

Class DojoLinks to an external site.

PadletLinks to an external site.

CanvaLinks to an external site.

Adobe Spark Directions

Download Adobe Spark Directions

.In your paper, be sure to include the following elements in the mini portfolio:

Portfolio Title Page and Child’s Name.
Image of completed Assessment Tool. Upload tool separately into Waypoint if you are not able to embed the tool in the assignment.
Describe one or two areas of this child’s development which could benefit from additional support based on the assessment tool.
Create one SMART goal to further support the development of the child in alignment with the developmental milestones. Be sure to use the article, The Smart Way to Set Goals for ChildrenLinks to an external site. as a guide.
Describe one learning activity that can be used support this child in achieving the stated goal.
Explain, specifically, how this activity will support the child’s development.

Developmental Domain: ATL-REG — Approaches to Learning–Self-Regulation

ATL-REG 6: Engagement and Persistence

Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult

Mark the latest developmental level the child has mastered:

Step 2

In your report, be sure to indicate the Developmental level and the description.

Responding

Earlier

There are no earlier levels for this measure

Step 1

Read the possible examples and select the column that best describes the child you watched.

Responding

Later

There are no earlier levels for this measure

Exploring

Earlier

Participates in a simple activity briefly

Exploring

Later

Selects activities, but switches quickly from one to another, even with adult support

to help focus on one activity

Building

Earlier

Continues self- selected activities with adult support, even though interest briefly shifts to other activities

Building

Middle

Continues self- selected activities on own, seeking adult support to work through challenges

Building

Later

Works through challenges on own while engaged in self- selected activities

Integrating

Earlier

Returns to activities, including challenging ones, on multiple occasions to practice a skill or to complete the activity

Possible Examples

· Puts a ring on and off of a ring stack a few times.
· Fills and dumps sand from a bucket.
· Shakes a bell while others are singing.
· Uses hands to smear
finger paint.
· Activates a switch toy.

Possible Examples

· Chooses to play in the dramatic play area for a short while and then plays in the block area.
· Selects a puzzle to work on with an adult, works on it together for a short time, and then wanders off, even with the adult’s encouragement to continue.
· Joins a small group and attends briefly to an adult reading a book, and then shifts attention to another activity.

Possible Examples

· Strings large beads with an adult to make a
necklace, briefly watches another child who brings magnets to the table, and then continues stringing beads.
· Stops playing with blocks and starts to move away from block area, but returns when an adult offers props, such as cars and street signs, to use with the blocks.
· Pauses to watch children running by while scooping sand, but returns to scooping when the adult offers another sand toy.

Possible Examples

· Continues working on a difficult puzzle, asking an adult for help when needed.
· Continues looking at a book as an adult
encourages other children entering the same area to find a book.
· Asks adult for headphones, while listening to a story on tape, when other children begin to play noisily nearby.
· Starts to get ready to go outside with other children, and asks for adult assistance with fasteners when putting on shoes.

Possible Examples

· Continues to build a structure with
interlocking blocks even when having difficulty finding the “right” pieces.
· Glues a variety of materials together to create a three- dimensional collage,
trying different ways to make them stick.
· Repeatedly tries to trace around own hand.
· Completes an obstacle course using a walker, even on bumpy ground.

Possible Examples

· Continues to work on spinning a round hoop around own waist over successive days.
· Continues at a pottery activity that involves shaping clay, letting it dry, painting it, and letting it dry some more.
· Writes own name, then writes it more clearly a second time at classroom sign-in table.

Child is not yet at the earliest developmental level on this measure Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

ATL-REG 6

Engagement and Persistence

ATL-REG 6

DRDP (2015): An Early Childhood Developmental Continuum –
Preschool Comprehensive View – June 24, 2019 © 2013–2019 California Department of Education – All rights reserved
Page 6 of 68

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Developmental Domain: LLD — Language and Literacy Development

LLD 10: Emergent Writing

Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning*

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier levels for this measure

Responding

Later

There are no earlier levels for this measure

Exploring

Earlier

There are no earlier levels for this measure

Exploring

Middle

Makes marks on paper

Exploring

Later

Makes scribble marks

Building

Earlier

Makes scribble marks or simple drawings that represent people, things, or events

Building

Middle

Makes marks to represent own name or words

Building

Later

Uses letters or clearly recognizable

approximations of letters to write own name

Integrating

Earlier

Writes several words or a few simple phrases, or clearly recognizable approximations

Possible Examples

· Dips sponge in paint and dots onto paper.
· Makes a dot on a paper and then makes more dots using different markers.
· Holds crayon against paper.

Possible Examples

· Uses crayons, pencils, or markers to make back-and-forth marks.
· Paints using large or small movements.
· Scribbles by moving finger on screen of tablet or by using Braille writer.

Possible Examples

· Draws circles and lines and comments, “Baby,” and “Mommy.”
· Makes marks on paper and then explains that it is a birthday cake.
· Draws a series of lines to represent a house and a tree.
· Makes marks to represent the dog from a story by moving finger on screen of tablet or touch screen of computer.

Possible Examples

· Makes marks that are linear and spaced like letters or words while writing a pretend grocery list.
· Makes marks for a restaurant order in the dramatic play area.
· Uses an adaptive device to hold a marker to make marks on paper to represent the word “mom.”

Possible Examples

· Writes own name on drawings made in class.
· Signs a self-made card to grandma with a close approximation of own name.
· Uses a few letter stamps to represent own name.

Possible Examples

· Writes, “bog” [“
dog”], copying the word from a book, to label a drawing of a dog.

· Writes “STOP” on a stop sign in a drawing.
· Writes “I love you” on a drawing made for a family member.
· Uses a Braille writer to practice writing a few simple words.

*
Children who are familiar with print in languages other than English may demonstrate differences in how they approach writing. For instance, some languages use letters (e.g., English, Spanish, Tagalog, Arabic, Hebrew), while others use characters (e.g., Chinese).

Child is not yet at the earliest developmental level on this measure Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

LLD 10

Emergent Writing

LLD 10

DRDP (2015): An Early Childhood Developmental Continuum –
Preschool Comprehensive View – June 24, 2019 © 2013–2019 California Department of Education – All rights reserved
Page 22 of 68

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Developmental Domain: PD-HLTH — Physical Development–Health

PD-HLTH 2: Gross Locomotor Movement Skills

Child shows increasing proficiency in fundamental
locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping)

Mark the latest developmental level the child has mastered:

Responding

Earlier

Moves in basic and often involuntary ways

Responding

Later

Moves two or more body parts together, often with intention

Exploring

Earlier

Coordinates movements of body parts to move whole body, such as creeping, crawling, or

scooting on bottom

Exploring

Middle

Coordinates movement of whole body while upright, using support

Exploring

Later

Coordinates basic movements in an upright position without using support

Building

Earlier

Coordinates movements, in an upright position, that momentarily move whole body off the ground

Building

Middle

Coordinates and controls individual locomotor movements, with some success

Building

Later

Combines and coordinates two or more locomotor movements together in effective ways, with some success

Integrating

Earlier

Combines a variety of locomotor movements and moves effectively across a range of activities

Possible Examples

· Turns head in response to stimulation or nourishment.
· Turns head to seek source of stimulation or nourishment.
· Responds involuntarily to a sudden loud noise or movement by extending arms and legs.

Possible Examples

· Turns head and reaches for a toy.
· Kicks at a mobile when lying on back.
· Rolls from stomach to back or from back to stomach.

Possible Examples

· Creeps or crawls toward a familiar adult.
· Moves from lying down to a sitting position.
· Moves by rolling body on the floor.
· Moves by using arms to pull self forward.

Possible Examples

· Takes steps sideways or forward while holding onto furniture.
· Walks forward steadily while pushing a cube chair.
· Pulls up to a standing position while grasping an adult’s hands.
· Stands up with support of a mobility aid, such as a walker.

Possible Examples

· Walks forward with a wide base (legs farther apart) and arms held high.
· Stands up from squatting, unassisted, after picking up a toy.
· Walks with one object in each hand.
· Moves forward on a flat surface, using a mobility aid, such as a walker.

Possible Examples

· Runs with short, uneven steps with arms to the side.
· Crouches down and jumps up, with heels barely coming off of the ground.
· Hops with two feet leaving the ground momentarily.

Possible Examples

· Runs with short strides, and sometimes has difficulty stopping.
· Moves along a low balance beam or along the side of
a curb, stepping sideways.
· Navigates changes in surface and direction, using a mobility aid, such as a walker.

Possible Examples

· Runs with long strides, showing arm and leg opposition (e.g., right arm and left leg).
· Crouches down and then jumps forward using both legs.
· Hops on one foot, holding arms out for balance and sometimes putting a foot down in between hops.

Possible Examples

· Runs fast with long stride and speed, consistently
showing arm and leg opposition (e.g., right arm and left leg).
· Changes direction and stops quickly and easily while running.
· Swings arms back and then forward in preparation for jumping.
· Moves wheelchair through an obstacle course, first going straight, then turning quickly, then turning quickly again.

Child is emerging to the next developmental level Unable to rate this measure due to extended absence

PD-HLTH 2

Gross Locomotor Movement Skills

PD-HLTH 2

DRDP (2015): An Early Childhood Developmental Continuum –
Preschool Comprehensive View – June 24, 2019 © 2013–2019 California Department of Education – All rights reserved
Page 39 of 68

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Developmental Domain: COG — Cognition, Including Math and Science

COG 4: Number Sense of Math Operations

Child shows increasing ability to add and subtract small quantities of objects

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier levels for this measure

Responding

Later

There are no earlier levels for this measure

Exploring

Earlier

Demonstrates awareness of quantity

Exploring

Later

Manipulates objects and explores the change in the number in a group

Building

Earlier

Demonstrates under- standing that adding objects to a group makes more or that taking away objects makes fewer or less

Building

Middle

Identifies the new number of objects after one object is added to or removed from a set of two or three objects

Building

Later

Uses counting to add or subtract one or two objects to or from a group of at least four objects

Integrating

Earlier

Solves simple addition or subtraction word problems by using fingers or objects to represent numbers or by mental calculation

Possible Examples

· Gestures for more when playing with play dough.
· Dumps small cars out of a bucket.
· Communicates, “All gone,” after noticing that there is no more fruit in the bowl.

Possible Examples

· Puts objects in a dump truck or container, dumps them out, then puts them back in one at a time.
· Moves toy farm animals into and outside of a toy barn while playing with the farm set.
· Takes objects from two different piles to create a new pile by using a touchscreen tablet or computer.

Possible Examples

· Notices when another child’s bowl has more crackers than own bowl, and asks an adult to add crackers to own bowl.
· Communicates, “Ahora tenemos más,” [“Now we have more,” in Spanish] when an adult combines markers from the shelf with some on the table.
· Communicates, “They’re almost gone,” after taking the next- to-last unit block out of the basket.

Possible Examples

· Communicates, “Now we have three,” when adding a third snail to the two collected from the yard.
· Communicates, “Only two left,” when an adult removes a broken wagon from a group of three wagons.
· Gives one of two cars to another child, and then communicates, “Tôi có một cái và bạn
có một cái,” [“I have one and you have one,” in Vietnamese].

Possible Examples

· Counts out five small crackers, “One… two…
three… four… five.” After eating two, counts, “One… two… three,” and communicates, “Now, I’ve got three.”
· Removes two of seven ducks from a flannel board and counts the remaining ducks, and then communicates that there are five left.
· Adds two cars to a train with four cars, counts the number of cars, and communicates that there are now six cars.

Possible Examples

· Communicates, “I had four hair clips, but I gave one to my sister. Now I have three.”
· Brings six napkins to the table after an
adult communicates, “We usually have four children, but today we have two visitors, so how many napkins do we need altogether?”
· Holds up five fingers and then one finger, counts them, and communicates, “Six,” when asked, “If you had five crackers, and
you took one more, how many crackers would you have?”

Child is not yet at the earliest developmental level on this measure Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

COG 4

Number Sense of Math Operations

COG 4

DRDP (2015): An Early Childhood Developmental Continuum –
Preschool Comprehensive View – June 24, 2019 © 2013–2019 California Department of Education – All rights reserved
Page 30 of 68

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Developmental Domain: LLD — Language and Literacy Development

LLD 5: Interest in Literacy

Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responding

Later

Exploring

Earlier

Exploring

Later

Building

Earlier

Building

Middle

NOT APPLICABLE

Initiates looking at and talking about books, listening to and talking about stories, singing songs, or playing rhyming games

Building

Later

NOT APPLICABLE

Extends literacy activities by retelling a story, drawing pictures about a story, or acting out a story

Integrating

Earlier

NOT APPLICABLE

Initiates literacy activities that relate to classroom experiences as well as to own experiences or interests

Attends or responds to people or things in basic ways

Plays with books;

and

Responds to other literacy activities

Attends briefly to a familiar adult reading books, singing songs, or saying rhymes

Looks at books on own briefly,

Chooses to join reading, singing, or rhyming activities led by an adult

Looks at books page by page,

Participates, from beginning to end, in listening to stories, singing songs, or playing rhyming games, when supported by an adult

Possible Examples

Quiets to the sound of a familiar voice.

Moves in response to an approach by a familiar adult.

Orients to an adult’s face or voice during a caregiving routine.

Possible Examples

· Interacts with a cloth or board book by holding or mouthing it.
· Pats a textured board book.
·

Vocalizes or laughs in response to an adult singing and gesturing a simple finger-play song, such as, “Pat-a-Cake” or “Los cinco deditos,” [“Five Little Fingers,” a finger play in Spanish].

Possible Examples

· Looks at pictures in a book for a short time while a familiar adult reads the book.
· Reaches to turn the page of a board book as a familiar adult talks or signs about the pictures on the page.
· Uses simple hand movements to participate during a familiar song
or rhyme with a familiar adult.
·
Touches textured or tactile content on pages of a book as an adult is reading the book.

Possible Examples

· Joins a group doing a simple finger play led by an adult.
· Points at a picture when joining an adult who is reading a book, newspaper, or tablet.
· Picks up a book and looks at pictures, turns a few pages, and then drops the book to go play.

Possible Examples

·
Pretends to read a book from start to finish.

Explores a book with Braille and tactile content with hands.

· Sings some words of a familiar song, from
beginning to end, with an adult.

Possible Examples

·
Asks questions or communicates about why something happened in

a story.
· Starts a song or rhyme with others while playing outside.
· Uses finger puppets while reciting a familiar rhyme.

Possible Examples

· Uses flannel-board pieces to retell parts of a story after story time.
· Retells a familiar story to a peer while pretending to read from a book.
· Uses a communication device to tell the sequence of events in a favorite story.
·

Pretends to be a character from a story, using props.

Possible Examples

· Chooses to read a book related to a particular theme or interest (e.g., dinosaurs or fairies).
· Asks for help finding a book about bugs after a nature walk.
· Participates, with others, in using the computer
to create a story about a class trip.
· Makes up own version of rhyming song with peers’ names.

Child is emerging to the next developmental level Unable to rate this measure due to extended absence

LLD 5

Interest in Literacy

LLD 5

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ADOBE SPARK DIRECTIONS

• Start at: Free Online Photo & Design Tool | Adobe Express

• Once you have arrived on the appropriate website, you will click on “Sign up” found on

the upper right. You will be prompted to create the account through one of the following

email options:

Log into Adobe Express (Image 1 Description)

The image shows log in page of Adobe Express website. ID credentials from Google, Facebook,

Apple, email or Adobe can be used to log in. School account or class code can also be used to

account or class code.

• You will need an email account to set up the free Adobe Spark, however this does

NOT need to be your school email.

• Once you are logged in, create a Web Page by clicking the plus sign found on the

upper left of your screen.

https://www.adobe.com/express/

• Select “Web Page” from the pop-up menu in the “Create new” category on your left.

Create New Web Page (Image 2 Description)

The image shows a new graphic can be created choosing options from a list. The options are

From your photo, From your templates, Instagram story, Instagram Post, Facebook Post, Logo,

Flyer, Collage, Card, Web page, and Video. From this list the second last option of Web Page is

selected.

• Formulate a plan of content to be built into your assignment web page. Adobe Spark

is a tool that allows you to present your work in a visually appealing manner and

written fashion to incorporate professionalism in academics. Take advantage of the

various free options. Dive into the choices and prepare your work.

Blank Template of a Webpage (Image 3 Description)

The image demonstrated a blank template of a webpage. It has options of adding title, subtitle

and other details.

When you are ready to submit, you must follow these directions:

• At the top of your Web Page, you will see these options.

Web Page Ribbon (Image 4 Description)

The image shows the ribbon with different options at the top of the web page. The options are

Settings, Preview, Present and Share.

• You will select “Publish and share link”.

Present and Share Pop-up Box (Image 5 Description)

The image shows a pop-up box with present and share options. Under the Share option, four

more options are given. The first option of Publish and share link is selected.

• Title your presentation. You are not required to determine which category you want;

this is an option. Then click “Create link”.

Publish Dialogue Box (Image 6 Description)

The image shows the Publish dialogue box, where a title can be given to the presentation

before creating the link.

• Your link will be available to share with your professor. This link is REQUIRED to be

shared if you want your web page to be viewed and graded.

Share Dialogue Box (Image 7 Description)

The image demonstrates the Share dialogue box. The Shareable Link of the web page is

created. It also has a copy option.

If you have additional questions, please communicate with your professor.

Student Name’s
learning
portfolio

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 1

Set expectations for how the learning log is to be used.

This assessment portfolio belongs to:

[insert name]

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Students can add their names to personalise the learning log.

The numbered tabs down the right hand side represent the weeks in the term. When clicked on, they take you directly to that week.

Chosen Assessment Tool

Paste an image or a screenshot of the tool that you used when conducting your video assessment this week. If you cannot insert a photo, describe the tool here and submit the PDF file for the assessment separately into Waypoint. (Delete this text prior to submitting work)

Enter additional text here if needed…

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Describe one or two areas of this child’s development which could benefit from additional support based on the assessment tool.

Create one SMART (Specific, Measurable, Attainable, Relevant, Timely) goal to further support the development of the child in this learning area.

Enter text here…

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Describe one activity to support this child in achieving the goal you created.

Enter text here…
Explain specifically how this activity will support the child’s development.
Enter text here…

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

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