Learner Assessment Profile (Lap) Assignment Report

Learner Assessment Profile (Lap) Assignment Report

Table of Contents

Order ID# 45178248544XXTG457	Plagiarism Level: 0-0.5%	Writer Classification: PhD competent
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Sources: 4-6	Course Level: Masters/University College	Guarantee Status: 96-99%

Instructions

Learner Assessment Profile (Lap) Assignment Report

Complete each of the required fields based on assessments, observations, student behavior, or other unbiased expectations unless otherwise requested.

Learner Assessment Profile (LAP)

Identifying Information Student Name Date of Birth Date of Report Age Grade Student Background Data Include reading/comprehension level, student and family reading habits, and personal information that may affect reading habits (e.g., personal interests, extracurricular activities, and student’s general health: hearing, vision, allergies, and medication). (150-250 words) Home and Community Include relevant home situation and community factors, including educational achievement, socioeconomic status, and cultural and linguistic context. (100-150 words) School and Classroom Factors School information should include the type of school (i.e., public, private, charter, Title I), grade range, and any other related, pertinent information. Classroom information should include grade level(s) present, general makeup of the class (e.g., gifted, ELLs, special education), reading approach adopted by the classroom/district (e.g., literacy assessments, reading programs). (100-150 words)

 

Observations and Insights During Instruction State what was observed during the lesson (with an emphasis on reading specifically). Describe the activity, assessment, or related curriculum and instruction, as well as how the specific student related, interacted, and participated in the context of the lesson/activity/assessment, etc. (150-250 words)

Date: Location:

Date: Location:

Date: Location:

 

Assessment Information
Assessment Title and/or Type	Date	Results or Findings (such as scores, description of outcomes, historical findings/outcomes/results of the same assessment)
Analysis of Assessment Based on data from assessments and observations, identify student literacy needs. This may include an evaluation of student skills in other areas that affect reading assessment and achievement including spelling, grammar, fluency, application or misapplication of strategies during assessment. (150-250 words) Analysis of Instructional Context Effective methods and strategies: Instructional and assessment strategies that have assisted in improving student achievement in reading and literacy. (100-150 words) Barriers to improvement: Factors in the instructional that have restricted student achievement in reading and literacy. (100-150 words)

 

Recommendations Include specific recommendations to meet the literacy needs of the student (e.g.. it is recommended that the student work with a reading specialist for 30 minutes every day through the end of the semester), new or additional instructional and assessment strategies to be implemented that could improve student achievement in reading and literacy, and specific recommendations for associated skills, such as spelling, reading, fluency, and grammar. (150-250 words)

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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