PennsylvaniaHighlandsCommunity CollegeSYLLABUSAssessing Child Performance/Inclusion

Course Number: ECE 290

Course Title:Assessing Child Performance/Inclusion

Credits: 3 credits (lecture)

Prerequisites: Eng 110, PSY 150, ECE 205, CHC 230 (PSY230) Human Exceptionality

Delivery Formats:Classroom, Independent Study

Research Format: This course uses the American Psychological Association (APA) style of structure and referencing.

Course Materials:

Required: Assessing Young Children. Gail Mindes. (2003). Prentice-Hall. ISBN 0130929085l.

Writing Instructional Objectives for Teaching and Assessment (7th ed.). (2004). Norman E, Gronlund. Upper Saddle River, NJ: Prentice-Hall.

Recommended: Ethics in Early Care and Education by Nancy E. Baptiste and Luis-Vicente Rey

Additional Materials:Building Blocks for Working with Exceptional Children and Youth: A Primer. (2002) Nancy Hunt & Kathleen Marshall. Boston: Houghton Mifflin.

Observations of young children

National parents' information network

Education Search and education Journals

NCTE Schooltalk Journal

Memory:

Instructor magazine

AERA position statement concerning high-stakes testing.

APA standards for psychological testing.

AFT: National Council of Measurement in Education (NEA concurrence statement). aft.org

Course Description:

This course is a comprehensive review of assessment theory, practice, and tools used to effectively assess a child’s level of achievement and prepare educational strategies to engage the child at the next level of competence. This course provides the most current research and practical guides to integrate authentic assessment with effective teaching. Assessment is viewed as an ongoing process rather than an ending to an educational experience. The course will use material and pre-service experience to interpret and use assessment information once it has been collected. The course is developed around the constructivist approach, recognizing and adapting assessment techniques to accommodate cultural and individual differences. The scope of the course includesearly literacy, linguistic diversity, inclusive education, and family communication. Students learn how to adapt the learning environment for special needs students.

Course Objectives:

  1. Students will examine the ethics of assessment and the dilemmas involved in personal and professional ethical decisions in working with and assessing young children.
  2. Students will become aware of assessment strategies based on current research and recommended practices for assessing typical and atypical developmental patterns in young children.
  3. Students will learn a variety of formal and informal assessment strategies for assessing young children's development.
  4. Students will learn to adapt assessment strategies according to young children's specialized needs and family concerns.
  5. Students will learn strategies for involving the family and other interdisciplinary team members in the assessment process.
  6. Students will learn to critically analyze different assessment instruments according to their purpose and psychometric characteristics.
  7. Students will learn to use assessment information in an ongoing manner in order to inform instructional practices

Attendance:

Regular class attendance is important for learning the material and doing well on tests (and it will also allow you to earn bonus points toward your final grade). However, since you are adults, I will not be taking attendance for each class. You are responsible for all material covered in each class. You are required to be present and take each exam, including the final exam, at the time scheduled. There will be no makeup exams. If for any reason you miss one of the first two exams, your final exam grade will be doubled to take the place of the missed exam. If you miss more than one exam, or the final exam, you will receive a zero for the exam(s) missed unless you have a written explanation from the VP of Academic and Student Affairs.

Academic Integrity:

It is expected that each student will complete the requirements of this course according to the Principles of Academic Integrity as outlined in the Student Handbook. Actual or attempted cheating, plagiarism or falsification are serious violations of academic honor and will be dealt with as outlined in the Code of Conduct. Please don't put yourself, other students, or the instructor in the position of having to deal with these serious infractions.

COURSE METHODOLOGY

This is primarily a lecture course with active student learning as a model for future instruction. Students will be required to establish a learning outcomes for each instructional module. Students will practice psychologically based techniques in the classroom and during their service learning experience. Student research (Library and Internet based) is required for class discussions since this is a rapidly evolving field.

COURSE REQUIREMENTS, EVALUATION & GRADING
Learning Outcomes Assessment: In order to demonstrate achievement of these learning outcomes, a student needs to successfully complete the following:

1. Exercises and Projects. Students complete exercises relating to the material under study. The exercises/projects provide hands-on experience in the research, development, implementation, and evaluation of assessment tools.

2. ECERS evaluation. Students will train on and conduct an ECERS evaluation. Student results will be tabulated and reviewed for reliability and validity.

3. Midterm exam on the material studied prior to midterm date: 100 points

4. Major Project & Presentation

4. Final Exam, covering the material in the semester's second half: 100 points
COURSE GRADING

Class Participation100 points
Research Readings (3 analyses) 60 points
Checklist development 20 points
Survey development 30 points
Rubric development 20 points
Instructional objectives for assessment 20 points
Portfolio assessment & evaluation 20 points
IEP development 20 points
ECERS report 30points
Qualitative assessment – a Child Study 20 points
Quantitative Assessment project100 points
Midterm Exam 100 points
Final Exam100 points
TOTAL640 points

COURSE COMPETENCIES

  1. Demonstrate knowledge of potential impacts of assessment upon the quality of the educational experience of the child especially in relation to ethical responsibilities..
  2. Discuss the important legislative regulations regarding assessment.
  3. Demons[BGM1]trate knowledge of the legal requirements, including IDEA, current trends, issues, and research in early intervention efficacy and early childhood education.
  4. List professional ethics important to the assessment process.
  5. Reflect through writing personal responsibilities that affect the assessment and guidance process.
  6. Present[BGM2] case examples of preparation for conducting an assessment.
  7. List the forms of assessment available to the pre-K to 3rd grade teacher.
  8. Compare and contrast the use and applicability of standardized assessment and authentic assessment.
  9. Discuss the importance of assessment in the inclusive classroom.
  10. Demonstrate the essential elements of authentic assessment, portfolio assessment, performance assessment, informal assessment, and continuous assessments as methodologies to guide a child’s educational program[BGM3].
  11. Show a checklist created for a cognitive goal, a behavioral goal, and a content knowledge goal.[BGM4]
  12. Develop a rating scale to track improvement on a target goal.
  13. Discuss the different domains of development (educational, psychological and cognitive, sociocultural, environmental, physical and physiological, spiritual) and describe potential assessment opportunities in each.
  14. Demonstrate knowledge of the etiology, symptomatology and classification of common developmental disabilities or conditions in young children and their developmental impact.
  15. Demonstrate knowledge in the interpretation of medical histories and reports concerning young children with special needs.
  16. Demonstrate skills in writing, implementing and evaluating appropriate Individualized Education Plans (IEP) that reflect functional, developmental goals and objectives for children with disabilities, three years old through kindergarten and their families which have been developed in part[BGM5]nership with the family and other agencies or professions.
  17. Demonstrate skills in establishing and maintaining effective communication and collaborative relationships with families and caregivers for the purpose of enhancing the development of the child.
  18. Demonstrate attitudes that focus and build on the strengths and successes of children and families rather than emphasize weaknesses.
  19. Demonstrate skills in observing, recording, analyzing and using data gathered from and about children engaged in real, concrete, play-oriented activities in their own daily learning environment[BGM6]s.
  20. Demonstrate approaches in communicating with parents and other professionals the results of naturalistic observations and/or screening and assessment batteries and the implications for decision-making and instructional planning.
  21. Demonstrate competence in the administration, modification and interpretation of at least one instrument in ea[BGM7]ch of several types of data collection (e.g., screening, developmental assessment, informant interview, behavior rating scales, anecdotal note-taking, play observation).
  22. Demonstrate critical skills in effective communication, collaborative consultation, and team building and conflict resolution.
  23. Demonstrate knowledge in coordinating services written in formal and informal educational plans with parents and other professionals following the progress and adjusting objectives/benchmarks over time according to changing family and child needs.

BIBLIOGRAPHY

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261 – 271.

Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287 – 309.

Berndt, T. J. (1999). Friends’ influence on students’ adjustment to school. Educational Psychologist, 34, 15 – 28.

Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning.

Carnegie Council on Adolescent Development (1989). Turning Point:Preparing American youth for the 21st century New York: Carnegie Corporation of New York.

Chance, P. (1992, November). The rewards of learning. Phi Delta Kappan, 200 – 207).

Elkind, D. (1984). All grown up and no place to go: Teenagers in crisis. New York: Addison-Wesley.

Elkind, D. (1976). Child development and education: A Piagetian perspective. New York: OxfordUniversity Press.

Ethics (2004, November. Young Children. Washington, DC:National Association for the Education of Young Children.

Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi

Delta Kappan, 200 – 203, 206 – 209.

Hersh, R. H., Paolitto, D. P., & Reimer, J. (1979). Promoting moral growth: From Piaget to Kohlberg. New York: Longman.

Hill, W. F. (1977). Learning: A survey of psychological interpretations (3rd ed.). New York: Harper & Row.

Hillman, J. (1996). The soul’s code: In search of character and calling. New York: Warner Books.

Kegan, R. (1982). The evolving self: Problem and process in human develoment. Cambridge, MA: HarvardUniversity Press.

Kohlberg, L. (1987). Child psychology and childhood education: A cognitive-developmental view. New York: Longman.

Kohn, A. (1993, June). Rewards versus learning: A response to Paul Chance. Phi Delta Kappan, 783 – 787.

Meyer, R. G. (1989). Cases in developmental psychology and psychopathology. Boston: Allyn and Bacon.

Montessori, M.(1956). The child in the family (basic principles of the Montessori method). New York: Avon Books.

Nonkin, L. J. (1985). I wish my parents understood: A report on the teenage female.

Rice, F. P. (1990). The adolescent (6th ed.). Boston: Allyn and Bacon.

Skinner, B. F. (1971). Beyond freedom and dignity. New York: Bantam Books.

Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613 – 629.

Stipek, D., & Tannatt, L. (1984). Children’s judgments of their own and their peers’ academic competence. Journal of Educational Psychology, 76, 75 – 84.

Suzuki, L. A., & Valencia, R. R. (1997). Race-ethnicity and measured intelligence: Educational implications. American Psychologist, 52, 1103 – 1114.

Turnbull, C. M. (1983). The human cycle. New York: Simon & Schuster.

Ward, A, & Ward, M. (2001) Assessment in the classroom. Belmont, CA: Wadsworth.

Wigfield, A., Eccles, J. S., & Rodriquez, D. R. (1998). The development of children’s motivation in school contexts. Review of Research in Education, 23, 73 – 118.

Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411 – 419.

Wolery, M., & Wilbers, J.S. (1994). Including children with special needs in early childhood programs. Washington: National Association for the Education of Young Children.

Planned Course Schedule – ECE 290 Assessing Child Performance/Inclusion

Instructor:______Semester: ______

Instructor Telephone: 262-6400 (main #)______Location: ______

Instructor e-mail:______Time: ______

Home Phone: ______Office Hours: ______

Week / Topic - Mindes / Reading / Assignment
1 / Class Organization and Expectations / Clearances
1 / Ethics – yours and theirs / NAEYC Ethics for Teachers
NEA Ethics for teachers
2 / 1. A Comprehensive Assessment System for Birth Through Age Eight.
2. Developing Parent Partnerships in Assessment. / Ch 1 & 2 / 1: Activity 4
1: SQ 1,2,5
2: Activity 2 – in class
2: SQ 1,2,3
3 / 3. Observing as the Key Method in the System. / Ch 3In-class observations
Observation data collection / 3: Activity – choose 1,2, or 3
3: SQ: 1,4,6,7,8
Observation checklist
4 / 4. Using Basic Concepts of Measurement. / Ch 4 / 4: Activity 1 or 4
4: SQ: 1,2,5,7,8,10,11
5 / 5. Testing in the Right Place.
6. Using Alternative Assessment Strategies. / Ch 5 & Ch 6 / 5: Activity 3
5: SQ: 2,4,7
6: Activity 3
6: SQ: 2,3,4,5,8,9
6 / 6. Using Alternative Assessment Strategies. / Gronlund pp 1-54 / Mindes
6: Activity 2
7 / Midterm Exam
8 / 7. Record Keeping, Reporting, and Collaborating with Parents and Others. / 7:Activity 3
Parent Survey
7: SQ: 1,2,4,5,8,
9 / 8. Building a Child Study / Child Study
10 / 9. Special Issues in Infant and Toddler Assessment.
10. Issues in Preschool Assessment. / 9: Activity 2
9: SQ: 1,5,8,9,
10: Activity 5
10: 1,2,4,5
11 / 11. Special Issues in Primary Grades. / Gronlund pp 55-95 / 11: Activity 1,2, or 3
11: SQ: 1,2,3,5
Instructional objectives & rubrics
12 / ECERS study & results / ECERS project
13 / ECERS study & results / Gronlund pp 97-133 / ECERS project
Quantitative study
14 / cont
15 / Final Exam Review
16 / FINAL EXAM

MitchellECE 290r5-1/09/061

[BGM1]Class reading provided by instructor

[BGM2]Combined w/ #11.

[BGM3]Class report on investigation of one of these methods

[BGM4] Class activity- create a brief assessment of a skill in one of the domains Use Gronlund, & Mindes to develop the checklist. Review the following websites

[BGM5]Complete IEP based on a case history

[BGM6]ECERS project

[BGM7]Conduct ECERS assessment – include training in class