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iRubric: Assessment Planning Process rubric
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Assessment Planning Process
Assessment Planning Process
A summative evaluation of the student's integration of the following skills: Developing diagnostic questions based on referral, identifying the target information that must be elicited during the course of the assessment, comparing and contrasting formal testing tools and selecting the ones most relevant to the needs of the client and the nature of the information to be obtained, and developing a timed agenda with reinforcement schedule that facilitates completion of the assessment.
Rubric Code:
TXBA4C2
By
chase123
Ready to use
Public Rubric
Subject:
Communication
Type:
Assessment
Grade Levels:
Graduate
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Assessment Planning
Poor
1 pts
Fair
2 pts
Excellent
4 pts
Diagnostic questions
25 %
Poor
not client focused
rote or cookie-cuttter without evidence of individualization to the client
does not respond to referral questions
references screening items separately, makes good
Fair
client focused
not sufficiently individualized
vaguely responds to referral questions
is too broad or too specific
references screening items separately, makes fair choices about which areas should be screened vs. evaluated
Excellent
client focused
individualized
respond to referral questions
is neither too broad nor too specific
references screening items separately, makes good choices about which areas should be screened vs. evaluated
Selection of tools
40 %
Poor
tool selections do not provide the info necessary to answer the diagnostic questions
does not compare at least two items in a category or the items compared are very dissimilar in targeted skill areas
rationale statement for final choice is not professional, evidence-based, or clearly written
Fair
tool selections are not fully able to provide the info necessary to answer the diagnostic questions
compares at least two items in a category or choices do not all target similar skill areas (comparing unlike items)
rationale statement for final choice is not fully professional, evidence-based, or clearly written
Excellent
tool selections provide the info necessary to answer the diagnostic questions
compares at least three items in a category, all target similar skill areas
rationale statement for final choice is professional, evidence-based, and clearly written
Timed agenda
15 %
Poor
does not prioritize most necessary information to be obtained
does not indicate opportunities to facilitate rapport with client
does not scaffold difficulty or invasiveness of procedures
does not considers age, developmental level, linguistic, and cultural needs of client
Fair
does not prioritize most necessary information to be obtained
notes opportunities to facilitate rapport with client
some attention to scaffolding difficulty or invasiveness of procedures
in some instances considers age, developmental level, linguistic, and cultural needs of client
Excellent
prioritizes most necessary information to be obtained
notes opportunities to facilitate rapport with client
scaffolds difficulty or invasiveness of procedures
considers age, developmental level, linguistic, and cultural needs of client
Reinforcement
10 %
Poor
detracts from evaluation process
violates assessment practices
Fair
age and developmentally questionable
present but not explained
does not detract from evaluation process
does not violate assessment practices
Excellent
age and developmentally appropriate
clearly explained how it will be implemented
does not detract from evaluation process
does not violate assessment practices
Potential problems
10 %
Poor
Clearly states less than three separate potential problems
Solutions cannot be reasonably implemented during the assessment
Does not consider the age, developmental, cultural, and linguistic needs of the client
Fair
Clearly states three or four separate potential problems
Gives operational solutions that could be reasonably implemented during the assessment but that do not fully consider the age, developmental, cultural, and linguistic needs of the client
Excellent
Clearly states five separate potential problems
Gives operational solutions that could be reasonably implemented during the assessment
Considers the age, developmental, cultural, and linguistic needs of the client in both determining problems and identifying potential solutions
Keywords:
Speech Pathology
Subjects:
Communication
Types:
Assessment
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