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The DAP:IQ improves the practice of evaluating human figure drawings (HFDs) as a measurement of cognitive ability by scoring elements representative of universal features of the human figure. The collection of a HFD is easily standardized with a set of simple, easily understood instructions, and requires a very short period of time. Lines somewhat controlled – approaches crude geometrical form – score 1. CLASS BAll drawings that can be recognized as attempts to represent the human figure. Each point is scored plus or minus. One credit for each point scored plus and no half credits given. The first step in successful use of DAP data to positively impact program design and support involves the familiarization of DAP data managers with the DAP tool itself. This might involve carefully reading the DAP’s 58 items, exploring the DAP scoring sheets, and taking the time to familiarize oneself with.

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Scoring Rubric for DAP Site Visit Assignment

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Scoring Rubric for DAP Site Visit Assignment

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Winthrop University

Course:

Eced 332 - Introduction to Early Childhood Education

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ECED 332 Scoring Rubric for DAP Site Visit Assignment Name Points 50 Unistructural Needs Work 34 points Below Part I Classroom Observations Observation notes are not attached to written report Observation notes are vague and or do not include factual nonjudgmental descriptions Part II Completed Observation Guide Form No evidence of review of the DAP manual Minimal focus on 2 elements within each category of DAP Includes vague examples of DAP related to teaching activities materials other classroom practices Completed observation guide is not attached to written report Written Observation Summary Introduction approximately page in length Descriptions of classroom students are vague and unclear Summary of Observation Guide approximately 3 4 pages Interpretations of observation guide notes do not link classroom teaching practices to categories of DAP Two or fewer examples of classroom teaching practices are unclear or not included Conclusion approximately page Classroom or teaching strengths are unrelated to DAP DAP citations rationale were not provided Questions that build upon observations are unclear or are not included Multistructural Meets Expectations 35 46 Points Part I Classroom Observations Observation notes are attached to written report Observation notes are objective descriptive i e factual nonjudgmental descriptions Part II Completed DAP Observation Form Evidence of review of the DAP manual Focuses attention on 3 elements within each category of DAP Includes examples of DAP related to teaching activities materials other classroom practices Completed observation guide is attached to written report Written Observation Summary Introduction approximately 1 page in length Provides an accurate description of classroom students in specific concrete terms Summary of Observation Guide approximately 4 5 pages Interpretations of observation guide notes link classroom teaching practices to categories of DAP Three examples of classroom teaching practices are provided

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