21 Apr Section IV of the TAIP ?requires you to develop, administer, score, and interpret the results of the Informal/Performance Authentic Assessment.? For
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.docx. 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
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
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 2
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 2
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 2
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 3
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 3
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 3
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 3
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 4
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 4
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 4
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 4
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 5
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 5
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 5
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 5
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 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.
3
,
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
[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 h
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