8083 mod 6 assgnment

Early childhood educators serve as advocates for children and their families. You are a teacher leader in your school. You have been asked to develop a presentation on how and why families should be involved in the assessment process, how to communicate assessment results to families, and how to advocate for families. Your audience will be your colleagues at your site.
ATTACHED FILE(S)
Assignment: Serving as Advocates for Families/Engaging Families in the Assessment Process
Early childhood educators serve as advocates for children and their families. You are a teacher leader in your school. You have been asked to develop a presentation on how and why families should be involved in the assessment process, how to communicate assessment results to families, and how to advocate for families. Your audience will be your colleagues at your site.
Fostering family engagement in the assessment process is not always easy. Engagement of families can vary widely from site to site, city to city, and district to district. How can we engage families? How can we serve as advocates for the children we teach and their families? How can we help others engage in good practice? Often, this is a matter of taking the first step forward. As a teacher leader, you must consider the local environment, the educators at your site, and current procedures in order to encourage change.
To prepare:
· Review the Learning Resources for this module.
· Then, consider what your colleagues at your local site need to know about serving as advocates and about engaging families in the assessment process. Think about the process or sequence of events that would need to occur. What background information from your research should you share? How can you support what you are presenting with research? Think of the PowerPoint presentation as a “how to” for early childhood educators. Conduct independent research to find two new resources for this presentation.
By Day 5 of Week 11
Develop a PowerPoint presentation with a voiceover, YouTube video, or Kaltura podcast for this training that outlines the following:
· The importance of assessment at the selected grade level (choose from infants/toddlers, preschool, kindergarten, primary)
· How teachers can involve families in the assessment process.
· The information families can provide about their children
· How to communicate results of assessments to families
· Supporting diversity and multiculturalism
Your audience consists of fellow teachers at your selected level (infants/toddlers, preschool, kindergarten, primary).
Conduct independent researchand include a minimum of two resources not previously used in the assignments for this course.Include six resources minimum for presentation and include a final reference slide.
Training presentation should be 10–15 minutes in length.
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94606463&site=ehost-live&scope=site&authtype=shib&custid=s6527200
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=94607565&site=ehost-live&scope=site&authtype=shib&custid=s6527200
http://eric.ed.gov/?id=ED493714
Seefeldt, C. (2002). Assessment: Partnering with parents. Scholastic Early Childhood Today, 17(1), 15–18.

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Content

Name:EDDD_8083_Module_6_Assignment_1_Rubric

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Novice

Emerging

Proficient

Advanced

Introduction:
Provide an informative and summative overview of the importance of assessment in early childhood and purposeful assessment.

Points:
Points Range:
0 (0%) – 2.48 (20.7%)

The introduction contains general statements without addressing the specific topics. No or little support from course readings or independent research.
Feedback:

Points:
Points Range:
2.52 (21%) – 2.84 (23.7%)

The paper contains a brief introduction, however one or more statements/sections may be vague, or incomplete. Limited support from course readings or independent research.
Feedback:

Points:
Points Range:
2.88 (24%) – 3.2 (26.7%)

An informative, summative overview is provided explaining the importance of assessment for young children and explaining purposeful assessment.Support for majority of statements are from course readings or independent research.
Feedback:

Points:
Points Range:
3.24 (27%) – 3.6 (30%)

An informative, summative overview is provided explaining the importance of assessment for young children and thoroughly explaining purposeful assessment.Document is well-supported from course readings and independent research.
Feedback:

Appropriate and Responsible Practices
Analyze and thoroughly discuss the importance and need for engagement of families in the assessment process; including: what information families can provide, communication of assessments results to families and stakeholders and addressing diversity and multiculturalism. Analysis is supported with research based examples and at least six scholarly resources (at least two resources not used previously in the course).

Points:
Points Range:
0 (0%) – 4.14 (34.5%)

Presents a superficial discussion of family engagement in the assessment process. No or little support from course readings or independent research.
Feedback:

Points:
Points Range:
4.2 (35%) – 4.74 (39.5%)

Presents a thorough discussion of most elements on family engagement in the assessment process, but some areas are vague or incomplete. There is support for most elements, but there are one or two without support.
Feedback:

Points:
Points Range:
4.8 (40%) – 5.34 (44.5%)

Presents a thorough discussion of all elements on family engagement in the assessment process with research-based evidence from at least 6 scholarly resources. Research- based examples are included to demonstrate knowledge of what information families can provide, communication of assessments results to families and stakeholders and addressing diversity and multiculturalism. as it relates to the purpose and use of assessment.
Feedback:

Points:
Points Range:
5.4 (45%) – 6 (50%)

Fully demonstrates knowledge of appropriate and responsible assessment practice as it relates to engaging families in the assessment process, including research-based evidence from 6 or more scholarly resources. Research- based examples are included to demonstrate knowledge of parental engagement, the information families can provide, communication of assessments results to families and stakeholders and addressing diversity and multiculturalism. as it relates to the purpose and use of assessment.
Feedback:

Written Expression and Formatting
The extent to which scholarly, critical, analytical writing is presented in APA format;
Standard Edited English (i.e., correct grammar, mechanics).

Points:
Points Range:
0 (0%) – 1.66 (13.8%)

The quality of writing, APA formatting, or both are minimally acceptable for advanced graduate-level work. The writing includes some attempt to convey ideas, but they need to be expressed more clearly and concisely.
Major points are minimally represented but do not reflect appropriate elements of communication. The writing has many grammatical or mechanical errors.
Feedback:

Points:
Points Range:
1.68 (14%) – 1.9 (15.8%)

Somewhat represents scholarly, advanced graduate-level writing. Generally follows APA style, but the elements of effective communication, such as an introduction and conclusion, are not included.
Ideas are somewhat clearly and concisely expressed. The writing shows more than a few grammatical or mechanical errors.
Feedback:

Points:
Points Range:
1.92 (16%) – 2.14 (17.8%)

Work is well organized and uses mostly correct APA formatting throughout. The elements of effective communication, such as an introduction and conclusion, are included.
Ideas are clearly and concisely expressed with few, if any, grammatical or mechanical errors.
Feedback:

Points:
Points Range:
2.16 (18%) – 2.4 (20%)

Work represents scholarly writing in correct APA format; effective sentence variety; and clear, concise, powerful expression. The entire piece is well organized and includes an introduction and conclusion.

Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structures with clear transitions and proper grammar.
Feedback:

Show Descriptions

Show Feedback

Introduction:
Provide an informative and summative overview of the importance of assessment in early childhood and purposeful assessment.–
Levels of Achievement:
Novice
0 (0%) – 2.48 (20.7%)
The introduction contains general statements without addressing the specific topics. No or little support from course readings or independent research.
Emerging
2.52 (21%) – 2.84 (23.7%)
The paper contains a brief introduction, however one or more statements/sections may be vague, or incomplete. Limited support from course readings or independent research.
Proficient
2.88 (24%) – 3.2 (26.7%)
An informative, summative overview is provided explaining the importance of assessment for young children and explaining purposeful assessment.Support for majority of statements are from course readings or independent research.
Advanced
3.24 (27%) – 3.6 (30%)
An informative, summative overview is provided explaining the importance of assessment for young children and thoroughly explaining purposeful assessment.Document is well-supported from course readings and independent research.
Feedback:

Appropriate and Responsible Practices
Analyze and thoroughly discuss the importance and need for engagement of families in the assessment process; including: what information families can provide, communication of assessments results to families and stakeholders and addressing diversity and multiculturalism. Analysis is supported with research based examples and at least six scholarly resources (at least two resources not used previously in the course).–
Levels of Achievement:
Novice
0 (0%) – 4.14 (34.5%)
Presents a superficial discussion of family engagement in the assessment process. No or little support from course readings or independent research.
Emerging
4.2 (35%) – 4.74 (39.5%)
Presents a thorough discussion of most elements on family engagement in the assessment process, but some areas are vague or incomplete. There is support for most elements, but there are one or two without support.
Proficient
4.8 (40%) – 5.34 (44.5%)
Presents a thorough discussion of all elements on family engagement in the assessment process with research-based evidence from at least 6 scholarly resources. Research- based examples are included to demonstrate knowledge of what information families can provide, communication of assessments results to families and stakeholders and addressing diversity and multiculturalism. as it relates to the purpose and use of assessment.
Advanced
5.4 (45%) – 6 (50%)
Fully demonstrates knowledge of appropriate and responsible assessment practice as it relates to engaging families in the assessment process, including research-based evidence from 6 or more scholarly resources. Research- based examples are included to demonstrate knowledge of parental engagement, the information families can provide, communication of assessments results to families and stakeholders and addressing diversity and multiculturalism. as it relates to the purpose and use of assessment.
Feedback:

Written Expression and Formatting
The extent to which scholarly, critical, analytical writing is presented in APA format;
Standard Edited English (i.e., correct grammar, mechanics).–
Levels of Achievement:
Novice
0 (0%) – 1.66 (13.8%)
The quality of writing, APA formatting, or both are minimally acceptable for advanced graduate-level work. The writing includes some attempt to convey ideas, but they need to be expressed more clearly and concisely.
Major points are minimally represented but do not reflect appropriate elements of communication. The writing has many grammatical or mechanical errors.
Emerging
1.68 (14%) – 1.9 (15.8%)
Somewhat represents scholarly, advanced graduate-level writing. Generally follows APA style, but the elements of effective communication, such as an introduction and conclusion, are not included.
Ideas are somewhat clearly and concisely expressed. The writing shows more than a few grammatical or mechanical errors.
Proficient
1.92 (16%) – 2.14 (17.8%)
Work is well organized and uses mostly correct APA formatting throughout. The elements of effective communication, such as an introduction and conclusion, are included.
Ideas are clearly and concisely expressed with few, if any, grammatical or mechanical errors.
Advanced
2.16 (18%) – 2.4 (20%)
Work represents scholarly writing in correct APA format; effective sentence variety; and clear, concise, powerful expression. The entire piece is well organized and includes an introduction and conclusion.

Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structures with clear transitions and proper grammar.
Feedback:

Name:EDDD_8083_Module_6_Assignment_1_Rubric

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