Performance-Based Assessment Mini Portfolio

 

Performance-Based Assessment Mini Portfolio

Performance-based assessments, also known as authentic assessments, are another important method of measuring children’s development. During the first three weeks of this course, you have explored various assessments used to understand a child’s capabilities and needs. By focusing on what a child can do, teachers can establish individualized goals for each child. By continuing to observe, assess, and document milestones, teachers can proactively plan curriculum to meet the diverse needs of students.

Next week, you will read more about how teachers use portfolios as assessment tools. This week, you will explore potential portfolio tools that you are comfortable using for your final assignment.

  Prepare

To prepare for this assignment

 Assignment Instructions Step 1: Review one of the following videos from the Video LibraryLinks to an external site.

  • Cody Writing and Drawing (Select the Practice Clips: Preschool to review this video).
  • Crystal Moving Around (Select the Practice Clips: Preschool to review this video).
  • Carmen Counting at Lunch (Select the Practice Clips: Preschool to review this video).
  • Nicholas at Storytime (Select the Practice Clips: Infant/Toddler to review this video).

Step 2: Review the chosen video a second time while completing the corresponding performance-based assessment tool.Video NameDownload Performance Assessment ToolMilestones Reference, if needed  Cody Writing and DrawingEmergent Writing ToolDownload Emergent Writing Tool Written Communication Development ChartLinks to an external site.  Crystal Moving AroundGross Locomotor Movement ToolDownload Gross Locomotor Movement Tool Gross Motor Development ChecklistLinks to an external site.  Carmen Counting at LunchNumber Sense of Math Operations ToolDownload Number Sense of Math Operations Tool Math preschoolLinks to an external site.  Nicholas at StorytimeInterest in Literacy ToolDownload Interest in Literacy Tool Written Communication Development ChecklistLinks to an external site.Step 3: Create a mini portfolio for your chosen student using the Performance Based Assessment Mini Portfolio Download Performance Based Assessment Mini Portfoliotemplate or use a tool of your choice, such as Class DojoLinks to an external site., PadletLinks to an external site., CanvaLinks to an external site. or Adobe Spark Directions Download Adobe Spark Directions.In your paper, be sure to include the following elements in the mini portfolio:

  • Portfolio Title Page and Child’s Name.
  • Image of completed Assessment Tool. Upload tool separately into Waypoint if you are not able to embed the tool in the assignment.
  • Describe one or two areas of this child's development which could benefit from additional support based on the assessment tool.
  • Create one SMART goal to further support the development of the child in alignment with the developmental milestones. Be sure to use the article, The Smart Way to Set Goals for ChildrenLinks to an external site. as a guide.
  • Describe one learning activity that can be used support this child in achieving the stated goal.
  • Explain, specifically, how this activity will support the child's development.

Developmental Domain: ATL-REG — Approaches to Learning–Self-Regulation

ATL-REG 6: Engagement and Persistence

Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult

Mark the latest developmental level the child has mastered:

Step 2

In your report, be sure to indicate the Developmental level and the description.

Responding

Earlier

There are no earlier levels for this measure

Step 1

Read the possible examples and select the column that best describes the child you watched.

Responding

Later

There are no earlier levels for this measure

Exploring

Earlier

Participates in a simple activity briefly

Exploring

Later

Selects activities, but switches quickly from one to another, even with adult support

to help focus on one activity

Building

Earlier

Continues self- selected activities with adult support, even though interest briefly shifts to other activities

Building

Middle

Continues self- selected activities on own, seeking adult support to work through challenges

Building

Later

Works through challenges on own while engaged in self- selected activities

Integrating

Earlier

Returns to activities, including challenging ones, on multiple occasions to practice a skill or to complete the activity

Possible Examples

· Puts a ring on and off of a ring stack a few times.

· Fills and dumps sand from a bucket.

· Shakes a bell while others are singing.

· Uses hands to smear

finger paint.

· Activates a switch toy.

Possible Examples

· Chooses to play in the dramatic play area for a short while and then plays in the block area.

· Selects a puzzle to work on with an adult, works on it together for a short time, and then wanders off, even with the adult’s encouragement to continue.

· Joins a small group and attends briefly to an adult reading a book, and then shifts attention to another activity.

Possible Examples

· Strings large beads with an adult to make a

necklace, briefly watches another child who brings magnets to the table, and then continues stringing beads.

· Stops playing with blocks and starts to move away from block area, but returns when an adult offers props, such as cars and street signs, to use with the blocks.

· Pauses to watch children running by while scooping sand, but returns to scooping when the adult offers another sand toy.

Possible Examples

· Continues working on a difficult puzzle, asking an adult for help when needed.

· Continues looking at a book as an adult

encourages other children entering the same area to find a book.

· Asks adult for headphones, while listening to a story on tape, when other children begin to play noisily nearby.

· Starts to get ready to go outside with other children, and asks for adult assistance with fasteners when putting on shoes.

Possible Examples

· Continues to build a structure with

interlocking blocks even when having difficulty finding the “right” pieces.

· Glues a variety of materials together to create a three- dimensional collage,

trying different ways to make them stick.

· Repeatedly tries to trace around own hand.

· Completes an obstacle course using a walker, even on bumpy ground.

Possible Examples

· Continues to work on spinning a round hoop around own waist over successive days.

· Continues at a pottery activity that involves shaping clay, letting it dry, painting it, and letting it dry some more.

· Writes own name, then writes it more clearly a second time at classroom sign-in table.

Child is not yet at the earliest developmental level on this measure Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

ATL-REG 6

Engagement and Persistence

ATL-REG 6

DRDP (2015): An Early Childhood Developmental Continuum – Preschool Comprehensive View – June 24, 2019 © 2013–2019 California Department of Education – All rights reserved Page 6 of 68

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Developmental Domain: LLD — Language and Literacy Development

LLD 10: Emergent Writing

Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning*

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier levels for this measure

Responding

Later

There are no earlier levels for this measure

Exploring

Earlier

There are no earlier levels for this measure

Exploring

Middle

Makes marks on paper

Exploring

Later

Makes scribble marks

Building

Earlier

Makes scribble marks or simple drawings that represent people, things, or events

Building

Middle

Makes marks to represent own name or words

Building

Later

Uses letters or clearly recognizable

approximations of letters to write own name

Integrating

Earlier

Writes several words or a few simple phrases, or clearly recognizable approximations

Possible Examples

· Dips sponge in paint and dots onto paper.

· Makes a dot on a paper and then makes more dots using different markers.

· Holds crayon against paper.

Possible Examples

· Uses crayons, pencils, or markers to make back-and-forth marks.

· Paints using large or small movements.

· Scribbles by moving finger on screen of tablet or by using Braille writer.

Possible Examples

· Draws circles and lines and comments, “Baby,” and “Mommy.”

· Make

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