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Due Date: 11:59 pm EST Sunday of Unit 7 Points: 100 Overview: This is the Key Assessment for this course which gives you the opportunity to remember key points from the course, illustrate that knowledge in a form that is shared, and show creativity in its design. In this assignment, you will create a comprehensive assessment system containing four separate emergent literacy assessments. As you build your system, consider the following quote by Regi Routman: “Assessment must promote learning, not just measure it.” (Towel, et.al., 2018, Chapter 3). In what ways do the assessments you are using promote learning? Instructions: Create a Comprehensive Assessment System that can be used to formatively assess young students to gauge their level of development in emergent literacy. The system will include:
• Four separate Emergent Literacy assessments. You may choose to create assessments in the areas of: Concepts About Print, Letter and Sound Identification, Rhyming, Segmenting, Vocabulary, Comprehension, Emergent Reading, and Emergent Writing.
• You must create assessment that you feel will give you valuable information about the development of reading skills for the children in your care. Some examples are checklists, observations, formal assessments, and informal assessments.
• You can use an assessment that was designed by a theorist or you can design one of your own. If you design an original one, keep in mind what information you need and how it will be used. This will be important in determining the type of assessment you create.
• When you have decided upon and/or created your assessments, type them on a Word document and save as a PDF or make them into PowerPoint slides.
• For each assessment, you must also provide one to two pages of research about the assessment, including what emergent literacy skill it measures, what information you hope to gain, how that information will be used, and what planning will be the result.
• You must also reflect critically on the assessments and provide information on how they incorporate sound early childhood and developmentally appropriate practices to help the teacher make informed decisions about early learners.
CHS320– Emergent Literacy
Unit 7 Assignment: Comprehensive Literacy Assessment
 

 
• Be sure to include a self-reflection section on the process you went through to compile the assessments.
Requirements: This will be a research paper, in APA format, with pictures, PowerPoint, or PDF of the assessments included in your final product. Be sure to read the criteria by which your work will be evaluated before you write and again after you write. Referernce: Towel, J.L., Powell, K.C., & Brown, S.L. (2018) Creative literacy in action: Birth through age nine. Boston, MA: Cengage, Mindtap.
 

 
Evaluation Rubric for Unit 7 Assignment
CRITERIA Outstanding Good Fair Needs Improvement
(18 points) (15-17 points) (12-14 points) (0-11 points) 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
Student creates four different literacy assessments that align with four different literacy skills, are developmentally appropriate, will accurately document learning and assist in planning, and incorporate technology.
Student creates four different literacy assessments that align with four different literacy skills, bit either documentation of learning, planning or technology is not evident.
Student creates less than four different literacy assessments that align with different literacy skills, and only one of the following is evident: developmentally appropriate, will accurately document learning and assist in planning, and incorporate technology.
Student fails to create literacy assessments that align with literacy skills, are developmentally appropriate, accurately document learning and assist in planning, and incorporate technology.
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
Each student created assessment is aligned with early learning standards, and explicity delineates outcome measures and is inclusive of learning challenges.
Each student created assessment is somewhat aligned with early learning standards, and delineates outcome measures and is inclusive of learning challenges.
Student created assessments are not aligned to early learning standards, and only briefly mentions outcome measures and is inclusive of learning challenges.
Student created assessments are not aligned with early learning standards, and lack outcome measures and is inclusive of learning challenges.
4d: Reflecting on own practice to promote positive outcomes for each child
Student reflection about own process and professionsl considerations in creating assessments is significant.
Student reflection about own process and professionsl considerations in creating assessments is evident but lacking of detail.
Student reflection about own process and professionsl considerations is minimal.
Student fails to recognize the role of the teacher in assessing children’s literacy skills.
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
There is much evidence that student created assessments are aligned to literacy skills and evident of guiding questions that assess learning outcomes.
There is some evidence that student created assessments are aligned to literacy skills and evident of guiding questions that assess learning outcomes.
There is little evidence that student created assessments are aligned to literacy skills and evident of guiding questions that assess learning outcomes.
The student failed to create assessments that are aligned to literacy skills and evident of guiding questions that assess learning outcomes.
6b: Knowing about and upholding ethical standards and other early
Student created assessments are highly representative of professional
Student created assessments give some detail of professional
Student created assessments are representative of one professional
Student fails to create assessments that are representative of professional
 

 
childhood professional guidelines
guidelines i.e. purpose of assessment and informing practice.
guidelines i.e. purpose of assessment and informing practice.
guidelines i.e. purpose of assessment or informing practice.
guidelines i.e. purpose of assessment and informing practice.
(10 points) (8-9 points) (6-7 points) (0-5 points) Professional Communication: SS3 Grammar, spelling, sentence structure. Proficiency in reading, writing and mathematics. Sources of all information obtained from course materials and researched resources. If known, proper APA use: in-text citations and references preferred.
Polished responses; zero to one error: grammar, spelling and sentence structure. Sources of all information obtained from course materials and researched resources.
Well-written responses; maximum of two to three errors: grammar, spelling and sentence structure. Sources of most information obtained from course materials and researched resources.
Adequate responses: maximum of four or five errors: grammar, spelling and sentence structure. Sources of some information obtained from course materials and researched resources.
Inadequate or poorly written responses: Six or more errors: grammar, spelling and sentence structure. Sources of information not provided.

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