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iRubric: Infant and Preschool Assessment Report (s) Rubric

iRubric: Infant and Preschool Assessment Report (s) Rubric

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Infant and Preschool Assessment Report (s) Rubric 
Infant and Preschool Assessment Report (s) Rubric
This rubric will be used to grade both your Screening/Progress Monitoring report and your Comprehensive Evaluation Report.
Rubric Code: C84832
By nfavero
Ready to use
Public Rubric
Subject: Psychology  
Type: Assignment  
Grade Levels: (none)

Powered by iRubric Assessment Report Rubric
  Poor

1 pts

Fair

3 pts

Good

5 pts

Outstanding

6 pts

Formatting

This area concerns how the report is presented-basically word processing. The report must be formated in such a manner as to help the reader digest the information with the least amount of strain to the eyes as possible.
Poor

The report has the potential to give the reader a headache. No seriously, too many fonts are used, spacing is inconsistent, not ENOUGH details are used to guide the reader (e.g., underlining, bolding, indentation, etc.).
Fair

The report is inconsistent in its formating. Best practices (e.g., numbering each of the pages with the child's last name) are not used or used inconsistently. There are sections missing to the report such as the signature page. Charts are interspered throughout the report, instead of primarily at the end of the report.
Good

Best practices are followed. The formating is consistent and guides the reader through the results and interpretations. However, there might be one or two inconsistencies with formatting.
Outstanding

Formatting is consistent and use of best practices is applied. The headings, indentations, and use of font helps enhance the content of the report.
Presentation of Data

Data is presented in a meaningful, orderly, and functional manner.
Poor

The assessment data is presented in a disorganized manner. Data is written or placed under inappropriate headings, like information is not group together, and sources of data are not cited.
Fair

Data is presented in a somewhat disorganized manner. The reader would have a hard time sifting through the information to obtain a clear picture of the results.
Good

Data is basically organized and placed under apporpriate headings. Paragraphs are cohensive and contain like information. There is a logical flow to the report.
Outstanding

Excellent presentation of results. Extremely organized, cohensive, logical, and coherant.
Child focused but professional

The reader can obtain a clear picture of the child. The report is child focused not test/procedure focused or examiner focused. On the other hand, the report is professionally writeen and does not use overly familiar terms or language that is too informal.
Poor

The report is full of jargon, first person language (e.g.,I, me, we, us) impersonal language (e.g., the child, the patient, the subject), and/or there is too much focus on the tests/procedures and not the implications/interpretations based on the instruments.
Fair

There is some jargon, first person language, and emphasis on the tests/procedures. The report is either too cold and impersonal or too familiar and unprofessional. Either way, the child and the interpretation of the data gets lost.
Good

The report is clear, professional, and focused on the child. The examiner reports behavioral data, observations, pertinant third party information, and a good synthesis of the data obtained during the assessment. A few jargony words or unclear statements are allowed.
Outstanding

Excellent professional voice. The examiner consistently and clearly reports the data and his or her interpretations in order for the reader to have an picture of the child's current functioning.
Case conceptualization/Summary/Recs

This is why reports are written. Professional interpretations/hypotheses, and summaries are presented. Often individuals only read the summary and conclusion section. In order for this section to be sufficient all other sections usually need to be attended to.
Poor

The conclusion of the report does not offer any new insights nor does the report offer any professionally derived hypotheses about what is happening with the child. The recommendations are generic and could fit any case. In addition, the summary is not a real summary. Thus, brand new information could be presented, the summary could go on for 5 pages, major domains or pieces of the assessment are not summarized.
Fair

The summary is too terse or too long. It does not provide a succient picture of the child's current fuctioning or why the assessment was completed. Recommendations are poor as well.
Good

The summary and recommendations indicate that the conceptualization of the child/case is good. The reader is able to gain new information and insight into the current functioning of the child. Also, the reader has new ideas about the next steps. Evidence-based interventions are also included among the recommendations. Some recommendations might be poor or not enough of the examiner's clinical interpretations of the data is presented.
Outstanding

Excellent summary, recommendations, and case conceptualization. Evidence-based interventions are included in the recommendations as well as feasible next steps as to what should happen next.
English Conventions

Poor

There are numerous errors in grammar, spelling or punctuation. Sentence structure or diction (word choice) lacks variety.
Fair

There are more than two errors in grammar, spelling or punctuation. Sentence structure is not sufficiently varied. Diction (word choice) could be more appropriate to the topic.
Good

Grammar, punctuation an spelling are generally accurate, but there are one or two errors. Sentence structure is varied. Diction (word choice) is appropriate to topic.
Outstanding

Grammar, punctuation and spelling are accurate. Sentence structure is varied. Diction (word choice) is appropriate to the topic and varied.





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