EDUC 554 Literacy Assessment Toolbox Paper
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EDUC 554 Literacy Assessment Toolbox Paper
Overview
The purpose of this assignment is to research and create appropriate literacy assessment tools used by elementary and special education teachers to diagnose and measure reading achievement and progress. There are three assessment tools in this assignment, each with a different focus.
Instructions
Step 1 – Research
For each of the three tools (informal reading inventory, diagnostic reading tools, and progress monitoring tools), select two research-based journal articles from current literacy journals. All articles should be published within the past five years. Research articles should come from literacy journals. No other articles will be accepted. Read each article with a critical lens. You are looking for support for the assessment tool you will create for your classroom.
Step 2 – Create Tools
- Create an assessment for each of the three assessments. These should relate to your practicum connected to this course.
- The toolbox assessments should not be your state test such as PALS, DIBELS or other commercially purchases assessment. These should be authentic assessments made by teachers (meaning you the candidate).
- The toolbox will include three literacy assessment samples (informal reading inventory, diagnostic reading tools, and progress monitoring tools) supported by two current research-based articles indicating its relevance of assessment tools to current literacy practices.
- The samples should be orginial work and inserted in the Literacy Assessment Toolbox Assignment Template.
Step 3 – Written Report in Template
- At the top of each section in the Literacy Assessment Toolbox Assignment Template, insert the specific grade level and school information, then fill in each section of the Literacy Assessment Toolbox Assignment Template.
- Each journal article summary should be 150-200 words in length. The other sections of the template do not have a word count.
- Use current APA format including a cover page and reference page.
EDUC 554
Literacy Assessment Toolbox Grading Rubric
Criteria Levels of Achievement Content 70% Advanced Proficient Developing Not present Literacy Assessment 1: Informal Reading Inventory 10 points All the following are evident.
· The informal reading inventory is appropriately created.
· Its supported with research as a literacy practice.
· The assessment is original.
· It connects to the practicum course for EDUC 554.
· An overview of the assessment is provided in the template and is relevant for the grade level in focus.
8 to 9 points All but one of the following components are evident.
· The informal reading inventory is appropriately created.
· Its supported with research as a literacy practice.
· The assessment is original.
· It connects to the practicum course for EDUC 554.
· An overview of the assessment is provided in the template and is relevant for the grade level in focus.
1 to 7 points Two or more of the following are missing.
· The informal reading inventory is appropriately created.
· Its supported with research as a literacy practice.
· The assessment is original.
· It connects to the practicum course for EDUC 554.
· An overview of the assessment is provided in the template and is relevant for the grade level in focus.
0 points Not present
Literacy Assessment 2: Diagnostic Reading Tool 10 points All the following are evident.
· The diagnostic reading tool is appropriately created.
· Its supported with research as a literacy practice.
· The assessment is original.
· It connects to the practicum course for EDUC 554.
· An overview of the assessment is provided in the template and is relevant for the grade level in focus.
8 to 9 points All but one of the following are evident.
· The diagnostic reading tool is appropriately created.
· Its supported with research as a literacy practice.
· The assessment is original.
· It connects to the practicum course for EDUC 554.
· An overview of the assessment is provided in the template and is relevant for the grade level in focus.
1 to 7 points Two or more of the following are missing.
· The diagnostic reading tool is appropriately created.
· Its supported with research as a literacy practice.
· The assessment is original.
· It connects to the practicum course for EDUC 554.
· An overview of the assessment is provided in the template and is relevant for the grade level in focus.
0 points Not present
Literacy Assessment 3: Progress Monitoring Tool 10 points All the following are evident.
· The progress monitoring tool is appropriately created.
· Its supported with research as a literacy practice.
· The assessment is original.
· It connects to the practicum course for EDUC 554.
· An overview of the assessment is provided in the template and is relevant for the grade level in focus.
8 to 9 points All but one of the following are evident.
· The progress monitoring tool is appropriately created.
· Its supported with research as a literacy practice.
· The assessment is original.
· It connects to the practicum course for EDUC 554.
· An overview of the assessment is provided in the template and is relevant for the grade level in focus.
1 to 7 points Two or more of the following are missing.
· The progress monitoring tool is appropriately created.
· Its supported with research as a literacy practice.
· The assessment is original.
· It connects to the practicum course for EDUC 554.
· An overview of the assessment is provided in the template and is relevant for the grade level in focus.
0 points Not present
Research-based Support 37 to 40 points Each created assessment tool is clearly supported with two research-based journal articles from literacy journals for a total of 6 references. The articles are within the past five years. The research from the articles provides a rationale for the use of each assessment tool.
34 to 36 points Each created assessment tool is supported with two research-based journal articles and are mostly from literacy journals for a total of 6 references. Most of the articles are within the past five years. The research from the articles provides a rationale for the use of most of the assessment tools.
1 to 33 points There are not two research-based journal articles from literacy journals for each of the assessment tools. Many of the articles that are used for support are from articles that are over five years old. There is not a clear connection between the research and the rationale for the use of the assessment tool.
0 points Not present
Structure 30% Advanced Proficient Developing Not present Mechanics 14 to 15 points The sentence structure is complete with correct spelling, punctuation, capitalization, varied word choices. The writing exemplifies a professional.
13 points The sentence structure has minor errors (fragments, run-ons, subject-verb not parallel) with correct spelling, punctuation, and capitalization. There is some variation in word choices.
1 to 12 points The sentence structure has several errors in sentence fluency with multiple fragments/run-ons and poor spelling, and punctuation. There is limited variation in word choice.
0 points Not present
Literacy Assessment (s) Template 10 points The template is fully completed for 3 assessments and submitted as one-word document. It is answered with clarity and in well-developed sentences.
8 to 9 points The template is mostly completed and attached. Most of the sentences have clarity and are well developed.
1 to 7 points The template is attached but has many incomplete sections. Some of the sentences lack clarity and are incomplete. OR not submitted as one-word document.
0 points Not present
Current APA Format 5 points There is current APA formatting including a title page, header, and reference page. The research that supports each assessment is referenced correctly on the reference page.
4 points There are some current APA formatting errors, and one of the following is missing: a title page, header, and reference page. Most of the research that supports each assessment is referenced correctly on the reference page.
1 to 3 points There are many current APA formatting errors, and two of the following are missing: a title page, header, and reference page. The research that supports each assessment is not referenced correctly on the reference page.
0 points Not present
EDUC 554 Literacy Assessment Toolbox Paper
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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