Key Assessment 4: Reflection Rubric Renewal report p.

77-81
Briefly describe the assignment and list the courses that use this assignment. There are many examples of reflection papers, reflection questions on tests and quizzes, and reflection sections of bigger projects or papers. The Reflection Rubric is used widely by instructors across the program. Assessment data are collected from CD 149 where students write a reflection section from the Lesson Plan Analysis paper, and from CD 258 where students do an extensive Teacher Research Project and write a reflection paper about their experience. 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. If your program has not yet collected data from this key assessment, explain why. During the spring 2012 semester, 70% of students are rated meets for supportive skill one, which is self-assessment and self-advocacy. This is the highest rating of the attributes found in the reflection rubric results. In the fall 2012 data set, 65.1% of students were rated meets for supportive standard 4d, reflecting on their own practice to promote positive outcomes for each child. In the spring 2012 data set, the supportive skills number three and four are tied as the highest rating for emerging with 63.6%. Supportive skill four includes, making connections between prior knowledge/experience and new learning. In the fall 2012 data set 69% were emerging in supportive skill four. In both semesters, supportive skill four was the highest rating for the emerging category. In the spring 2012 data set 36.4% were rated does not meet for standard 6d, integrating knowledgeable, reflective, and critical perspectives on early education. In the fall 2012 data set 16.3% were rated does not meet on the supportive skill for writing, which on the reflection rubric includes mechanics such as spelling, and grammar. The data results suggest that 6d continues to be a challenge for our students. For the reflection rubric, this includes the students ability to question and use other techniques for probing for deeper meaning within their own reflections. This is a complex skill. On the other hand, our students do rather well in self-assessment/selfadvocacy as well as reflecting on their own practice in order to promote positive outcomes for each child. This is actually a big improvement from our first rounds of data collected in 2006-2007. Students were not doing well with reflection as evident in their writing. They tended to recount the experience rather than reflect on it. This rubric breaks reflection down into specific skills. Describe how data from this key assessment are being used to improve teaching and learning.

Reflective practice is a very important skill for early childhood professionals and one that is highly valued by our faculty team as it is important in the field, but also in ones educational experience as a lifelong learner. With the new course revisions in place, reflection is evident across all courses in the program. Based on assessment results, we are targeting the skill of questioning. This is now a major component to the Teacher Research Project in CD 258 as well as the Case Study assignment in CD 201. The goal is to provide students with multiple opportunities to build and practice more complex strategies for reflective practice as they work their way through the course of study.

Key Assessment #4 Reflection: Assignment Description

Teacher Research Project CD 258 Write a reflection, 250-word maximum, about what you have learned in regard to your question and sub-questions. How will you use this information? How could this information be helpful to families? What did you know about play before doing this project? How have your views changed?

Lesson Plan Analysis Paper CD 149

What is the learning goal of this activity/lesson plan? 1. What behaviors would you observe that would indicate to you that the learning goal is being met? What will the children do and say during this activity that would indicate they are learning? 2. Does this activity/lesson plan follow Developmentally Appropriate Practice (DAP)? Explain your answer using details from the activity and whether or not it is appropriate for young children. 3. Does this activity/lesson plan demonstrate sensitivity to cultural and linguistic diversity? What are your suggestions for making this activity/lesson plan more sensitive to cultural and linguistic diversity? 4. Describe some activities that you could do to expand upon this activity/lesson plan. Make sure to explain how your expansion activities relate to the activity/lesson plan you are analyzing/ 5. How could you adapt this activity/lesson plan to meet the needs of children with developmental challenges or disabilities? Please remember that all children must have access to the activity. Sometimes you simply need to adapt the materials or methods in order to make the activity accessible to children with challenges. Please describe 2-3 possible adaptations you would make to this activity in order to invite all children to participate. Reflection: What did you notice about yourself and your classmates while doing this activity in class? What did you know about lesson planning before doing this analysis? How have your views changed?

Key Assessment #4: Reflection Rubric

Standards Meets the Standard Emerging skills Does not Meet the Standard Reflections are superficial.

4d. Reflecting on their own practice to promote positive outcomes for each child Supportive Skill #1 Selfassessment & selfadvocacy

Reflections are thoughtful and complete.

Reflections are brief.

They reveal personal feelings or experiences about the topic.

They reveal a little about personal feelings or experiences related to the topic, but they could be more thoughtful and go into more detail. There is the beginning of reflection or questioning.

They dont reveal any personal feelings or ideas

6d. Integrating knowledgeable, reflective, & critical perspectives on early education Supportive Skill #4: Making connections between prior knowledge/experience & new learning

Questioning and other techniques are used that probe for deeper meaning.

No questioning is used.

The writing describes how the students understandings have changed using specific, meaningful examples. Comparisons are made between students prior and current understandings. Important questions are raised for further exploration. No spelling, grammar or punctuation errors or typos.

The writing describes how understandings have changed and gives some examples. Limited comparisons are used between students prior and current understandings.

Nothing is revealed or examined in any detail.

Supportive Skill #3: Written & verbal skills (mechanics)

Some errors in spelling, grammar, and punctuation and/or typos that distract from the meaning.

Many errors in spelling, grammar, punctuation. Errors & typos are prominent and distract too much from the writing. The writing is unclear and disorganized.

Supportive Skill: Written communication (clarity)

The writing is clear and well organized.

The writing is fairly clear but the organization can be difficult to follow.

Key Assessment #4: Reflection Rubric Results

Spring 2012 and Fall Standards Meets & SP Supportive 2012 Skills 4d 63.3% SS1 70.0% 6d 36.4% SS4 18.2% SS3 36.4% mechanics SS3 clarity 45.5% 2012 data results Meets Emerging FA SP2012 2012 65.1% 56.8% 29.5% 21.4% 34.9% 44.2% 9.1% 10.0% 27.3% 63.6% 63.6% 54.5% Emerging FA 2012 25.6% 43.2% 52.3% 69% 48.8% 44.2% Does not meet SP 2012 27.3% 20.0% 36.4% 18.2% 0% 0% Does not meet FA 2012 9.3% 0.0% 18.2% 9.5% 16.3% 11.6%

Spring 2012
https://www.dropbox.com/s/oo2yp47pfimc35w/Reflection%20rubric%20results%20Spring%202012.xls

Fall 2012
https://www.dropbox.com/s/9gf27lqcofnjuml/Reflection%20Rubric%20Fall%202012.xls