unit 14 taip

Section IV of the TAIP requires you to develop, administer, score, and interpret the results of the Informal/Performance Authentic Assessment. For this portion of the project, you are creating the assessment, which is five learning/assessment tasks within one developmental or academic domain. This domain should have been chosen based on the results of the previous assessments you administered to the child. For example, you may choose to target an area of weakness, or you may choose to target a domain to allow the child to reach the annual goal you devised for the child.

YOUR LAST NAME: PERFORMANCE/PORTFOLIO ASSESSMENT

First-open the header of this document, edit the YOUR LAST NAME section of the header, make the text black, then save this Save file as a WORD document with this file name format:
Your last name_Your first name_Section IV Performance_Portfolio Assessment x. It is wise to also consult the course syllabus description and scoring rubric for this section of the project. All text appearing in black on this template should not be deleted or unless indicated, changed in any way. This includes the line spacing and indents. Delete these instructions. Throughout this document, once you type in your own information, remove all instructions (in blue) and change the font color to black. All information is to appear in paragraph format

Section 4: Performance/Portfolio Assessment

Your name…Replace this line with your name (change the font color to black once you type in your own information, then remove the instructions in blue)

EEX 3226

Instructor Name

Semester/year here…Replace this line with your current semester/year (change the font color to black once you type in your own information)

Assessment Situation

Please note: All sections of the TAIP report should be written in third person, objective.

Third person: This means reference to “I” or first person should not be used. In lieu of “I,” you are to use the “test administrator” to refer to yourself. For example, instead of “I gave the test on June 4,” this should be phrased as “the test was administered on June 4.” Whenever there is reason to refer to yourself in the report (“I”), you are to use “test administrator.”

Begin with stating the child’s name (pseudonym), birthday and age on the day of assessment. So the reader can get a clear picture of what happened, you are to describe the time, day, and situation and include details such as the child’s demeanor and/or willingness to work with you on the assessment tasks. You should also describe your relationship to the child and how well you know him or her. This will be helpful in determine the authenticity of the child’s performance.

Overall Project Description

Describe the overall project, developmental or academic domain being assessed by this portfolio and provide a rationale/why this area was selected. Last, you are to include what type of assessment this is (in this case, Authentic/Performance), then describe some strengths and weaknesses of using this type of assessment and how this fits into a comprehensive system of assessment.

See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information). This should be written in paragraph format, indented, as it is here.

Overall Performance

There should be an overall statement here about how the child performed on the assessment in general. Since you created this assessment, you are to interpret the performance and objectively rate the child’s performance. Rely on the ratings on your rubrics to make this overall determination about performance across all the tasks.

Child strengths and weaknesses across all five tasks should be described here. This section is intended to answer the overall question of how well the child did in relation to the overall domain or content area assessed. This is to be written in paragraph format, indented as it is here.

Description of Tasks

Task 1

This section should provide a description of the tasks/instructions given to the child for the completion of “work/performance” samples: This should be written in paragraph format, indented, as it is here. See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information).

Materials.

List and or describe the materials you will use to conduct this task with the child. You may also add a phot of the materials. Be sure to indicate which materials you created versus what is ready-made for you.

A page break should be inserted here.

Sample for task 1

Insert the actual sample(s) of the child’s work; this can and should include photos, focused on the actual action of focus, word products created by the child, and other templates provided to the child. . Since this paper will be turned in electronically, you will need to scan the project, work sample, save as a picture (.JPEG) and insert the pictures of the work sample within the WORD document here.

Graded rubric for task 1

Insert “graded” rubric for task #1 here. Again, you may need to scan the scored rubric and insert the “picture” (JPEG) of it here. Adhere to the requirements for the rubric as described in class and in the learning unit.

Student’s performance for task 1

This is to be written in paragraph format, indented as it is here.
Child performance on this task should be described here. This is based on your observation as well as what is scored on the rubric. This section is intended to provide a description of your interpretation of how well the child performed the task.

Insert line break here, so that the next task begins on a new page, then delete these instructions.

Task 2

Materials.

A page break should be inserted here.

Sample for task 2

Graded rubric for task 2

Student’s performance for task 2

Insert line break here, so that the next task begins on a new page, then delete these instructions.

Task 3

Materials.

A page break should be inserted here.

Sample for task 3

Graded rubric for task 3

Student’s performance for task 3

Insert line break here, so that the next task begins on a new page, then delete these instructions.

Task 4

Materials.

A page break should be inserted here.

Sample for task 4

Graded rubric for task 4

Student’s performance for task 4

Insert line break here, so that the next task begins on a new page, then delete these instructions.

Task 5

Materials.

A page break should be inserted here.

Sample for task 5

Graded rubric for task 5

Student’s performance for task 5

Insert line break here, so that the next section begins on a new page, then delete these instructions.

Instructional Objectives

1. Instructional objectives are to be listed here. Objectives should be written in ABCD format. Ensure that your objectives do not contain the words “be able to.” Your behavior should be specific, clear, and measurable.

2. Instructional objectives are to be listed here. Objectives should be written in ABCD format. Ensure that your objectives do not contain the words “be able to.” Your behavior should be specific, clear, and measurable.

3. Instructional objectives are to be listed here. Objectives should be written in ABCD format. Ensure that your objectives do not contain the words “be able to.” Your behavior should be specific, clear, and measurable.

Rationale for Goals

This is to be written in paragraph format, indented as it is here. See syllabus for the specific information you are to insert here (change the font color to black once you type in your own information).

There should be specific rationale for each objective above. Rationale should relate directly to the “weakness” in the child’s performance above or if there were no weaknesses, then determine what might be the next logical appropriate learning objectives for this child.

Once you have completed the assignment.

1.
Save file as a WORD document with the file name format:
your last name_Your first name_Section IV Performance/Authentic Assessment

2.
Change all text to black, then

3.
Remove these (and all) instructions.

4.
Upload to the assignment link.

Evaluation Rubric for Critical Assignment: Test Administration and Interpretation Project

Description of Assignment:
Student will administer, score, and interpret one nom-referenced and one criterion referenced assessment on a child 5 years old or
younger. Students will complete protocols, complete written analysis of the student’s performance, including strengths and
weaknesses, and identify appropriate goals for the student.
FAU Academic Learning Compact (ALC) Indicators:
Critical Thinking: Students will collect, analyze, synthesize, and make inferences from data collected.
Written Communication: Students will demonstrate effective written communication skills to convey results of the Test
Administrational and Interpretation Project.

EEX 3226
Test Administration and Interpretation Scoring Rubric

Exemplary (3 pts) Satisfactory (2 pts) Emerging (1 pt)

Unsatisfactory

(0 pt)

No
Submission

(0 pt)

Demographic
Information
FL-FAU- 3Cs.1c

ALC Indicator:
Written
Communication

All components* are
provided;
assignment is
submitted on time
and in the required
format. Assignment
is clearly written
with 1 or less writing
errors per page.
4-5 points

Most components*
are provided;
assignment is
submitted on time
and in the required
format. Assignment
is adequately written
with 2 or fewer
writing errors per
page.
2-3 points

Some significant
components* are
provided; assignment
is submitted on time
but does not follow
the required format;
Assignment is
written with 3 or
fewer writing errors
per page.
1-2 points

Assignment is
missing
significant
components*; is
not on time;
assignment is not
in the required
format;
assignment is not
clearly written
and/or has 3 or
more writing

Failed to
submit or
failed to
submit on
time

Evaluation Rubric for Critical Assignment: Test Administration and Interpretation Project

EEX 3226
Test Administration and Interpretation Scoring Rubric

Exemplary (3 pts) Satisfactory (2 pts) Emerging (1 pt)

Unsatisfactory
(0 pt)

No
Submission

(0 pt)

errors per page;
or, student did
not attempt the
assignment.
0 points

Administration
and scoring of
the Norm
referenced test
FL-ESOL-
2010.5.1.a

ALC Indicator:
Written
Communication

All components* are
included, accurate
test administration,
accurate
determination of
scores; assignment is
submitted on time
and in the required

format. Assignment
is clearly written
with 1 or less writing
errors per page.
18-20 points

All components* are
included; majority of
test administered
accurately, accurate
determination of
scores. Assignment is
submitted on time
and in the required
format. Assignment
is adequately written
with 2 or fewer
writing errors per

Some significant
components* are
included; some of
test administered
accurately, accurate
determination of
scores. Assignment is
submitted on time
but does not follow
the required format.
Assignment is
adequately written
with 3 or fewer
writing errors per

Assignment is
missing
significant
components*; test
is not
administered
accurately; scores
not accurately
determined;
assignment is not
on time and/or in
the required
format;
assignment is not

Failed to
submit or
failed to
submit on
time

Evaluation Rubric for Critical Assignment: Test Administration and Interpretation Project

EEX 3226
Test Administration and Interpretation Scoring Rubric

Exemplary (3 pts) Satisfactory (2 pts) Emerging (1 pt)

Unsatisfactory
(0 pt)

No
Submission

(0 pt)

page.
14-17 points

page.
1-13 points

clearly written
and/or has 3 or
more writing
errors per page;
or, student did
not attempt the
assignment.
0 points

Administration
and recording of
Criterion
referenced
assessment

ALC Indicator:
Written
Communication

All components* are
included, accurately
administered,
accurate recording of
components;
assignment is
submitted on time
and in the required
format. Assignment
is clearly written
with 1 or less writing

All components* are
included, accurately
administered; most
information recorded
is appropriate and
accurate. Assignment
is submitted on time
and in the required

format. Assignment
is adequately written
with 2 or fewer

Some significant
components* are
included, accurately
administered; some
information recorded
is appropriate and
accurate. Assignment
is submitted on time
but does not follow
the required format.
Assignment is

Missing
significant
components*, test
not administered;
accurately
recorded
information is
not appropriate
or accurate;
assignment is not
on time and/or in

Failed to
submit or
failed to
submit on
time

Evaluation Rubric for Critical Assignment: Test Administration and Interpretation Project

EEX 3226
Test Administration and Interpretation Scoring Rubric

Exemplary (3 pts) Satisfactory (2 pts) Emerging (1 pt)

Unsatisfactory
(0 pt)

No
Submission

(0 pt)

errors per page.
23-25 points

writing errors per
page.
18-22 points

adequately written
with 3 or fewer
writing errors per
page.
1-17 points

the required
format;
assignment is not
clearly written
and/or has 3 or
more writing
errors per page;
or, student did
not attempt the
assignment.
0 points

Administration
and recording of
Portfolio
assessment

All components* are
included, accurately
administered,
accurate recording of
information;
assignment is
submitted on time
and in the required

All components* are
included, accurately
administered; most
information recorded
is appropriate and
accurate. Assignment
is submitted on time
and in the required

Some significant
components* are
included, accurately
administered; some
information recorded
is inappropriate or
inaccurate.
Assignment is

Missing
significant
components*; not
accurately
administered;
recorded
information is
not appropriate

Failed to
submit or
failed to
submit on
time

Evaluation Rubric for Critical Assignment: Test Administration and Interpretation Project

EEX 3226
Test Administration and Interpretation Scoring Rubric

Exemplary (3 pts) Satisfactory (2 pts) Emerging (1 pt)

Unsatisfactory
(0 pt)

No
Submission

(0 pt)

ALC Indicator:
Written
Communication

format. Assignment
is clearly written
with 1 or less writing
errors per page.
18-20 points

format. Assignment
is adequately written
with 2 or fewer
writing errors per
page.
14-17 points

submitted on time
but does not follow
the required format.
Assignment is
adequately written
with 3 or fewer
writing errors per
page.
1-13 points

or accurate;
assignment is not
on time and/or in
the required
format;
assignment is not
clearly written
and/or has 3 or
more writing
errors per page;
or, student did
not attempt the
assignment.
0 points

Evaluation Rubric for Critical Assignment: Test Administration and Interpretation Project

EEX 3226
Test Administration and Interpretation Scoring Rubric

Exemplary (3 pts) Satisfactory (2 pts) Emerging (1 pt)

Unsatisfactory
(0 pt)

No
Submission

(0 pt)

Interpretation of
assessment
information for
intervention FL-
ESOL-2010.5.1.a

ALC Indicator:
Critical
Thinking

Accurately identifies
all strengths and
weaknesses and
identifies
appropriate goals for
intervention.
Goals/instructional
objectives are clearly
linked to the
assessment results.
Assignment is
submitted on time
and in the required
format.
9-10 points

Accurately identifies
most strengths and
weaknesses and
identifies
appropriate goals for
intervention.
Goals/instructional
objectives are
somewhat linked to
the assessment
results. Assignment
is submitted on time
and in the required
format.
7-8 points

Accurately identifies
strengths and
weaknesses OR
identifies appropriate
goals for
intervention.
Goals/instructional
objectives are
occasionally linked to
the assessment
results. Assignment
is submitted on time
but does not follow
the required format.
1-6 points

Does not identify
the majority of
strengths and
weaknesses and
does not identify
appropriate goals
for intervention.
Goals/
instructional
objectives are not
linked to the
assessment
results;
assignment is not
on time and/or in
the required
format; or,
student did not
attempt the
assignment.
0 points

Failed to
submit or
failed to
submit on
tim

Evaluation Rubric for Critical Assignment: Test Administration and Interpretation Project

EEX 3226
Test Administration and Interpretation Scoring Rubric

Exemplary (3 pts) Satisfactory (2 pts) Emerging (1 pt)

Unsatisfactory
(0 pt)

No
Submission

(0 pt)

*Components for each section are listed and described in the course syllabus.

EEX 3226
Sample Task description, materials list and rubric (Section IV)

Task 1

Task. The purpose of this task is to assess [child’s] ability to identify his phone number. Jordan

will be given clothespins (which have digits of his phone number written on them). He will be

asked to asked to recreate his phone number by physically matching the appropriate clothes pin

to a corresponding, color coded craft stick. Craft sticks will be color coded as such: the first three

numbers will be red, the second three blue, and the last four purple on the craft stick. Examiner

will model the task described, then remove and scatter the clips. [Child] will then be given the

prompt: “Pick up the correct numbers and make your phone number here…clip the numbers in

the right place.” Once child has placed the clothes pins, he will be asked to look it over and

recite the phone number created.

Materials. Color coded craft stick, clothespins (with digits of his phone number), and markers

for creating pins and sticks.

Rubric.

Skills Emerging Proficient Mastered

Skill # 1: When given
materials, [Child) will
correctly identify the
digits of his phone
number with no error.

[Child] was not able to
identify the numbers of
his phone number in
any of the 4 trials.
0 points

[Child] identified the
digits of his phone
number with no error
in

1-2 of 4 trials.
3-4 points

[Child] identified the
digits of his phone
number with no error
in 3 of 4 trials.
5 points

Skill #2: When given
materials, [Child) will
place the digits of his
phone number with no

[Child] was not able to
place the digits of his
phone number in
correct order in any of

[Child] placed the
digits of his phone
number in correct
order (with no error) in

EEX 3226
Sample Task description, materials list and rubric (Section IV)

error (in the correct
order).

the 4 trials.
3-4 points

1-2 of 4 trials.
3-4 points

3 of 4 trials.
5 points

Total Score

EEX 3226

Dr. Darling Your last name: Moise

Section IV of TAIP-Tasks and Rubrics No penalty feedback (Round 1)

Your Name : Theska Moise

Child’s Name and Age: Logi Klaus, 4 years 5 months .

Domain: Cognitive Development (Number Recognition and Order)

Rationale: This domain was selected with the purpose of evaluating Logi’s knowledge regarding numbers, which was pointed out as one of the potential deficits in the previous lessons. Logi has some understanding of numbers and thus, a structured task will test his identification and sequencing of numbers accurately. This task will reveal some present-day cognitive apprehension of number sense and the ability to apply such numbers in appropriate context by the participant.

Task 1

The aim of this task is to measure Logi’s aptness in determining the digits of a two-digit number and their correct order. To do this, Logi is to be provided with a list of number cards (0-9). In each of the number cards there will be one digit, and the series of number cards will be such that Logi has to identify the digits in that particular sequence. The cards shall be shuffled, and Logi will be required to arrange those cards to make a two-digit number; for instance, 23 or 87. The work of Logi will involve using numerical cards to follow a verbal instruction such as “Please arrange these numbers in order to form the number 23.

Materials.

Number cards (0–9)

When arranging the cards, they’re placed on a table or flat surface.

Rubric.

Skills	Emerging (0-1 points)	Proficient (2-3 points)	Mastered (4-5 points)
Skill #1: Number Identification	Thus, Logi does not trace the digits of the number in any of the attempts.	Logi can accurately detect the digits 1–2 out of 3 times.	In this case, Logi identifies the digits correctly in 3 out of 3 trials.
Skill #2: Correct Sequencing of Numbers	During all the attempts, Logi is not capable to place the numbers at the right position.	Logi gets the correct order of numbers 1–2 out of 3 trials.	Logi records the numbers in the proper order 3 out of 3 times.
Skill #3: Completion of Task with Accuracy	To complete the task, Logi needs significant prompting and help.	Logi only needs a small input for it to succeed in the completion of the tasks.	Logi works on his own and does not make any mistakes.

Task 2.

Task. Briefly describe the task. Note this should provide sufficient description (in less than one paragraph) of the task, what the child is to do and what the intended product will be for this task.
Add Info here.

Materials. Provide a list the materials you will need to administer this task. Please refrain from using pre-published worksheets as task. If needed, you are to create your own templates.
Add Info here.

Rubric. Rubrics are to be holistic, with two dimensions (rows) and three criteria (columns). If needed, review sample with description here:

Rubrics with poignant features identified.

Insert rubric here

Task 3.

Task. Briefly describe the task. Note this should provide sufficient description (in less than one paragraph) of the task, what the child is to do and what the intended product will be for this task.
Add Info here..

Rubric. Rubrics are to be holistic, with two dimensions (rows) and three criteria (columns). If needed, review sample with description here:
Rubrics with poignant features identified.
Insert rubric here

Task 4.

Task 5.

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