Literacy in Middle Childhood

ED 325 Alverno College

Mary Kosinski- Instructor
Haleys- Assessment Project Criteria and Rubric
Assessment Technique

Analysis of Data

Exceeds Expectations- 3
All assessments are
administered on time
and presented to
instructor.
All results accurately
and completely
presented.

Exceeds Expectations- 3
Analysis provides
evidence of your
understanding of
developmental literacy
skills.
Multiple patterns of
learning are clearly
identified.
Childs strengths and
weaknesses are clearly
and accurately
identified. They are
visible and clearly
supported with data.

Meets Expectations- 2
Most assessments were
administered on time
and presented to
instructor.
Most results accurately
and completely
presented.

Does Not Meet

Expectations- 1/0
Assessments are late.
Results are inaccurate
and incomplete.

Meets Expectations- 2
Analysis provides
evidence of your
understanding of
developmental literacy
skills but is limited in
depth.
One or two patterns of
learning are clearly
identified.
Several strengths and
weaknesses are
identified. Some are
visible and supported
with data.

Does Not Meet

Expectations- 1/0
Analysis does not
provide evidence of
your understanding of
developmental literacy

Plan for Instruction

Exceeds Expectations- 3
Plan demonstrations
deep understanding of
developmental literacy
skills.
Plan uses multiple
techniques to explicitly
teach strategies to
strengthen childs
weaknesses.
Plan builds from what
the child already knows
and can do.
Plan demonstrates deep
understanding of the
relationship between
reading, writing, and
spelling.
Meets Exprectations-2
Plan demonstrations
some understanding of
developmental literacy
skills.
Plan uses some
techniques to explicitly
teach strategies to
strengthen childs
weaknesses.
Plan builds from what
the child already knows
and can do.
Plan demonstrates some
understanding of the
relationship between
reading, writing, and
spelling.
Does Not Meet
Expectations- 1/0
Plan demonstrations
little or not
understanding of
developmental literacy

skills.
No patterns of learning
are clearly identified.
Childs strengths and
weaknesses are not
identified. They are
not supported with
data.

3/3

3/3

skills.
Plan does not explicitly
teach strategies to
strengthen childs
weaknesses.
Plan does not build from
what the child already
knows and can do.
Plan does not
demonstrate an
understanding of the
relationship between
reading, writing, and
spelling.
3/3

Points
Earned
Total9/ 9

Dear Haley,
Your Assessment Project demonstrates an excellent understanding of how
assessment data drives your instruction. Your student work samples represent a
balanced look at the students literacy skills; including reading, spelling, and
writing. Your running records show that you can administer, code, score, and
analyze reading behaviors. Your analysis of the writing samples indicates a
thorough understanding of qualities of good writing. Your action plan is well
thought out and addresses your childs learning needs. You can be very proud of
your impressive use of professional teaching vocabulary. You can surely talk the
TEACHER TALK! Be proud of your project!
Mary