Data Collection Tools Graphic Organizer – Rubric
A primary responsibility of early childhood teachers is to observe, document, and respond to data that describes students’ behavior and abilities.
Part 1 Graphic Organizer
For this assignment, select three data collection tools you have either researched or observed in a classroom setting. Develop a graphic organizer comparing the three data collection tools, identifying the benefits and drawbacks of each tool, and the appropriate use of the tool to measure data in the classroom.
Part 2 Reflection
In a 250-500 word, reflect upon the following:
- Which data collection tool, of the three identified, do you plan to use in your professional practice? Rationalize your choice.
- Who are the stakeholders with whom you will share the data you collect on students’ behaviors and abilities?
- What are the legal ramifications of sharing data with outside stakeholders?
- Identify and describe two strategies you will use to ensure that the confidentiality of students is protected.
Support your findings with 2-3 scholarly resources.
Submit both the graphic organizer and the reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||||
| ECS-550 | ECS-550-O500 | Data Collection Tools Graphic Organizer | 50.0 | |||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | ||||
| 100.0% | ||||||||||||
| Data Collection Tools – Benefits [CEC 4.1; NAEYC 3b; InTASC 6(a), 6(k)] | 20.0% | Not addressed. | Graphic Organizer is underdeveloped, wholly inaccurate, or includes less than three tools. Benefits of tools are underdeveloped or inappropriate | Graphic Organizer describes three data collection tools, but descriptions are minimal and benefits are lacking sufficient detail. | Graphic Organizer soundly describes each tool and clearly outlines benefits of each. | Graphic Organizer thoughtfully describes each tool and outlines benefits of each with professionalism and insight. | ||||||
| Data Collection Tools – Drawbacks [CEC 4.1; NAEYC 3b; InTASC 6(a), 6(k)] | 15.0% | The drawbacks of each data collection tool introduced is underdeveloped or inappropriate. | Graphic Organizer broadly presents drawback of each data collection tool. | Graphic Organizer clearly outlines drawbacks of each data collection tool | Graphic Organizer thoughtfully outlines drawbacks of each data collection tool presented with professionalism and insight. | |||||||
| Data Collection Tools ? Use in the Classroom | The classroom use of each data collection tool is underdeveloped or inappropriate. | Graphic Organizer broadly outlines the classroom use of each data collection tool. | Graphic Organizer clearly outlines the classroom use of each data collection tool. | Graphic Organizer thoughtfully outlines the classroom use of each data collection tool presented with professionalism and insight. | ||||||||
| Reflection [CEC 4.1; NAEYC 3b; InTASC 6(a), 6(k)] | 25.0% | Reflection unclearly supports thinking as to why chosen data collection tool would be used in future professional practice, or argument is inappropriate. | Reflection minimally explains why the data collection tool was selected for use in future professional practice. | Reflection provides a sound reasoning as to why chosen data collection tool would be used in future professional practice. | Reflection provides a compelling justification of why chosen data collection tool would be used in future professional practice. | |||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | |||||||
| Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting and citation errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style. Format is free of error. | ||||||||
| Total Weightage | 100% |