Key Assessment 1: Observation and Interpretation Rubric Renewal report p56-62

Briefly describe the assignment and list the courses that use this assignment CD 101: Students observe 4 different children (infant, toddler, preschool, and school-age). The paper includes a narrative observation and an interpretation section where students make connections between what they observed and what they have learned in the textbook. Place a check or X under the NAEYC Standards and Supportive Skills assessed through this activity STD = standards 1-6, SS = Supportive Skill 1-5 STD1 STD2 STD3 STD4 STD5 STD6 SS1 SS2 SS3 SS4 SS5

Briefly summarize candidate performance data from this key assessment. Unlike rubrics 2-6, the data results from rubric 1 do not show a distinct pattern across the various attributes being rated. The spring 2012 results show that 100% of students were ra ted meets for standard 3a, while 55.6% of students were rated as emerging for standard 1c, and 73.1% of students were rated as does not meet for supportive skill 3. On the other hand, the fall 2012 results show that 72.1% of students were rated meets for standard 4b, while 73.1% were rated emerging for supportive skill 3, and 17.6% of students were rated does not meet for standard 1c. The data from spring 2012 was surprising in that 50% of students either met or were rated emerging for standard 1b and SS5. Both categories involve students using the textbook to support their interpretations of the observation. In our past experience, students typically struggle with these particular skills. However, even the data from fall 2012 suggests that the majority of students are either meeting or emerging in these categories and this is encouraging.

During the fall 2012 semester 73.1% of students are emerging in terms of their writing skills. This is a large number. During the spring 2012 semester 39.3% were in the emerging category. Each year, according to assessment data, the writing skill remains low in terms of percentage of students who meet that standard. The two rounds of data here suggest that writing is still a challenge, but writing results can vary widely from semester to semester. The two rounds of data suggest that the weakest area for our students on this particular assignment is the writing. All of our rubrics include an element focused on writing skills. It is simple in terms of what is being assessed; spelling, grammar, and typos, yet this continues to be a challenge for our students. The data collected for this rubric are taken from the fourth observation assignment in the CD 101 course. This is intentional because the goal is to select what should be the strongest assignment from each student. Each student receives feedback on the initial assignments for the course. Our goal is to provide scaffolding for our students so they have the information they need in order to make improvements. However, what we have learned

is that writing continues to be a challenge. Describe how data from this key assessment are being used to improve teaching and learning. The Observation and Interpretation Rubric has been used to collect assessment data since 2006. In that time, we have learned that our students tend to do well with the narrative section of written observations, but that they struggle with the interpretation and reflection sections. Based on the data, we feel that this largely has to do with weak writing skills and difficulty in citing the text within the interpretation section. The curriculum has been revised. We have added multiple opportunities across the course of study to practice interpretation skills and to practice making connections between observed behavior and course content. In CD 101, but also in other courses such as 143, 149, 201, and 258 students practice their interpretation skills through quiz questions, group observations, and observation papers. The goal is to build more opportunities for students to practice this skill in many formats and over time. Our hope is that with the new writing emphasis within our department (see part one) our instructors as well as our students will have more resources enabling them to target and improve specific writing skills in this assessment but also across the program of study.

Key Assessment #1 Observation and Interpretation: Assignment Description

OBSERVATIONS Infant and Toddler Observation Report - 60 points, Preschool and School-age Observation Report - 80 points NOTE: Students will have opportunities in class to practice observation skills using video. You should thoroughly review the observation handbook and other related observation resources before the observation process and use it as a guide as you write your observation narrative. You will observe four different children representing four different age ranges: 1) 2) 3) 4) Infant: birth to about 18 months Toddler: 19 to 36 months Preschool: 3 to 5 years School-aged: 6 to 12 years

Observations take place in a naturalistic setting (daycare, home, playground, church, museum, store, etc.) with an active child (Please do not submit observations where all the child does is watch television or play Nintendo or talk on their cell phone). The child cannot be your own son or daughter and you should not interact with the subject of your observation. Your role is simply to observe and write down what you observe. Each observation will take at least two hours. You will take handwritten notes during the observation (please keep these for class). You will then type the observation and bring it to class on the designated date. These observations will serve as the narrative section of the observation assignment. NOTE: Please read and print the Observation Handbook and other related observation resources posted on Blackboard. Infant and Toddler observation report: This process will include:

1) Handwritten notes from the actual observations of one infant and one toddler.

2) Typed first drafts of infant and toddler observations. 3) Revised observations (based on feedback given in class) with added interpretations. 4) Reference page.

Preschool and School-age observation report: This process will include: 1) Handwritten notes from the actual observations of one 2) Typed first drafts of preschool and school-age observations. 3) Revised observations (based on feedback given in class) with added interpretations. 4) Reference page.

preschooler and one school-age child.

Key Assessment #1 Observation and Interpretation Rubric

Standards Meets the Standard Emerging skills Does not Meet the Standard Subjective or judgmental language is used throughout the description and the student continuously makes interpretive comments. Actions and interactions are described with very little detail and are difficult to follow. Child's language is not included or is corrected for grammar. Actions are not recorded sequentially and are difficult to follow Many errors in spelling, grammar, punctuation, and typos. Errors are prominent and distract too much from the writing. Student does not use observed behaviors as evidence but relies solely on speculation

4b. Knowing & understanding effective strategies & tools for early education

Objective language is used throughout the observation description. Student remains focused on observed behavior and does not include any interpretive or reflective statements. Actions and interactions are all described in vivid detail. Childs language is quoted verbatim. Actions are recorded sequentially.

Objective language is used sometimes but the student also includes interpretive comments.

3b. Knowing about & using observation, documentation, & other appropriate assessment tools & approaches

Actions and interactions are described clearly but lacking in detail. Childs language is quoted some of the time. Actions are recorded sequentially some of the time

Supportive Skill #3: Written & Verbal Skills

No spelling, grammar or punctuation errors or typos.

Some errors in spelling, grammar, and punctuation, or typos that somewhat distract from the writing.

3a. Understanding the goals, benefits, & uses of assessment

Student uses observed behaviors as evidence for interpretations or reflections.

Student sometimes uses observed behaviors as evidence but also uses some speculation Student begins to use concepts of development as evidence for interpretations but also relies on

1b. Knowing & understanding the multiple influences on development & learning

Student uses concepts of development as the main source of evidence for interpretations or reflections

Student relies solely on personal experience and does not use concepts of child development as evidence for

Supportive Skill #5: Identifying & using professional resources 1c. Using developmental knowledge to create healthy, respectful, supportive, & challenging learning environments Student uses observation to make informed, and developmentally/culturally appropriate decisions in the classroom (hypothetically or field experiences)

personal experience to describe development

interpretations or reflections

Student begins to use observation to inform practice but also relies on teacher-centered practices

Student does not use observation to inform practice but solely relies on teachercentered practices

Key Assessment #1 Observation and Interpretation: Data Results

Assessment Data Results Standards Meets Meets & SP FA Supportive 2012 2012 Skills 4b 64.3% 72.1% 3b 67.9% 70.6% SS3 35.7% 19.4% 3a 100% 63.2% 1b 50% 61.8% SS5 50% 61.8% 1c 44.4% 58.8% Spring 2012
https://www.dropbox.com/s/l8ze5oz7k89iv90/Observation%20and%20Interpretation%20data%20Spring%202012.xls

Emerging Emerging Does not SP 2012 FA 2012 meet SP 2012 10.7% 21.4% 39.3% 0% 50% 50% 55.6% 20.6% 20.6% 73.1% 26.5% 23.5% 23.5% 23.5% 25.9% 10.7% 25.0% 0% 0% 0% 0%

Does not meet FA 2012 7.4% 8.8% 7.5% 10.3% 14.7% 14.7% 17.6%

Fall 2012
https://www.dropbox.com/s/4svly61fh3qbkql/Observation%20and%20Documentation%20Data%20Fall%202012.xls