Instructor / Dr. Heather Shanks-McElroy
Credits / 3.0 credits
Term / Fall 2012
Meetings / 45% of the class will be online and 55% in the classroom
Instructor’s Contact Information
Office Phone / 570-945-8475Emergency Contact / In the event of an emergency, contact
Office Location / Ward Hall Room 212
Email Address /
Office Hours / Monday/Friday 11:00 am – 12:30 pm; Wednesday 7 pm – 8 pm online; Weekender times TBA
Syllabus Changes / Instructors reserve the right to make changes to the syllabus as needed, and you are responsible for keeping up with those changes. Please log on regularly to Blackboard to get the most current information.
Other Information / I usually respond to email messages within 24 hours – if you don’t hear from me within that time frame, it is very likely that I didn’t receive your message so please feel free to contact me again.
Course Description & Information
Education Mission Statement / To prepare teacher candidates through quality instruction in a dynamic and inclusive environment focused on establishing a community of learners who can think critically, act independently, and collaborate with others in ways that will help to transform lives in our global society.Pre-requisites, Co-requisites, & other restrictions / Online Learning Expectations: To be successful academically, online students must be able to navigate & search the internet, use email, attach and upload documents, download & save files, and have access to and use Microsoft Word, Excel & PowerPoint.
Course Description / EDUC 315 Developmental Assessment I - Using Observation and Informal Assessment To Identify Learner Needs and Develop Appropriate Interventions explores the principles and techniques of sound informal assessment strategies in elementary, middle, and secondary education settings. The course is based on the assumption that moving from assessment to decisions about curriculum, social support, and teaching strategies is necessary to increase the prospects for successful learning and development. The use and interpretation of screening protocols, observation, work and play sampling, portfolios, teacher made tests/tasks, checklists, and authentic measures of performance and competency across domains will be discussed. There is a field component for this course.
Required Readings / Musial, D., Nieminen, G.,Thomas, J. & Burke, K. (2008). Foundations of Meaningful Educational Assessment. Boston, MA: McGraw-Hill Higher Education.
Buying Textbooks / Please note that the Keystone College Bookstore has the most complete and up-to-date information about your course textbooks. Be sure you are purchasing the correct edition and receive all the materials you need.
Recommended Readings / Airasian, P. W. & Russell, M. K. (2008). Learning about students: Early assessment. In Classroom Assessment (6th Ed.) (pp. 26-54). Boston: McGraw-Hill Higher Education.
Butler, S. M. & McMunn, N. D. (2006). Written product, portfolio, and project assessments. In A Teacher's Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning (pp. 63-76). San Francisco, CA: Jossey-Bass.
Butler, S. M. & McMunn, N. D. (2006). Designing quality classroom assessment tasks. In A Teacher's Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning (pp. 77-92). San Francisco, CA: Jossey-Bass.
Butler, S. M. & McMunn, N. D. (2006). Understanding and selecting assessment methods. In A Teacher's Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning (pp. 45-62). San Francisco, CA: Jossey-Bass.
Butler, S. M. & McMunn, N. D. (2006). Creating useful scoring guides. In A Teacher's Guide to Classroom Assessment: Understanding and Using Assessment to Improve Student Learning (pp. 93-110). San Francisco, CA: Jossey-Bass.
Byrnes, M. (2005). Learn about your new students. In K.L. Freiberg (Ed.), Annual Editions: Educating Children with Exceptionalities (pp. 3-5). Boston: McGraw Hill Higher Education. (Reprinted from Intervention in School and Clinic, 41(1), 13-15, 2005)
Layton, C. A., & Lock, R. H.(2008). Use Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind. In K. L. Freiberg (Ed.), Annual Editions: Educating Children with Exceptionalities (pp. 18-22). Boston: McGraw Hill Higher Education. (Reprinted from Intervention in School and Clinic, Jan, 2007)
Marsden, D. B., Dombro, A. L., & Dichtellmiller, M. L. (2003). The Ounce Scale: User's Guide. New York, NY: Pearson Early Learning.
Meisels, S. J., Dombro, A. L., Marsden, D. B., Weston, D.R., & Jewkes, A. M. (2003). The Ounce Scale: Standards for the Developmental Profiles. New York, NY: Pearson Early Learning.
Nilsen, B. A. (2008). Observation and Assessment. Clifton Park, NY: Thomson.
Salvia, J. and Ysseldyke, J.E. (2007). Assessment in Special and
Inclusive Education (10th ed.). Boston: Houghton Mifflin
Company.
Steele, M. M.(2008). Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities. In K. L. Freiberg (Ed.), Annual Editions: Educating Children with Exceptionalities (pp. 25-29). Boston: McGraw Hill Higher Education. (Reprinted from Early Childhood Education Journal, Oct, 2004).
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Field Work Component/Requirement / Field work is a requirement of all EDUC coursework. Field assignments are developmental and sequential and must be completed according to the schedule of presented assignments. Field assignments must be accurately recorded and reported. Failure to adhere to true reporting will be considered academic dishonesty and subject to appropriate sanctions (for more information regarding academic dishonesty and sanctions, see the Expectations of Academic Honesty section above). All field assignments are an integral part of the coursework and must be completed for each education course in order to pass the course. Failure to submit all field assignments will result in a failing grade.
PDE Standards Statement / PDE has promulgated academic standards for the following subjects: Math, Geography, Science/Technology, Reading, Writing, Listening, Speaking, History, Health, Safety, and Physical Activity. The PDE Standards outline what students need to know and be able to do at the completion of a course of study at each grade level. Teacher candidates must be aware of and develop lesson plans in line with the PA Academic Standards. Please review the Academic Standards as they relate to this course.
Special Software/Hardware / LiveText
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Other Required Materials / None
Course Goals, Objectives/Outcomes
Learning Outcomes / At the completion of this course, the student will be able to:1 / Observe and assess children in the context of ongoing classroom life. (ECE I G)
2 / Demonstrate an understanding of the range of informal assessments that may be used (e.g., screening, systematic observation, work and play sampling, portfolios, teacher made tests/tasks, checklists, and authentic measures) and the purpose of each assessment in a data-based decision making process (ECE III B; MIDDLE III C; MIDDLE III E; MIDDLE III F).
3 / Articulate differences between achievement tests, aptitude tests, and observational data used in placement decisions. (ECE III J).
4 / Systematically design, implement, and monitor student progress in academic and behavioral settings to identify areas of need. (ECE III N; MIDDLE III E).
5 / Create instructional plan using assessment information related to individual student achievement. (ECE III K).
6 / Demonstrate an understanding of legally acceptable modifications and accommodations for assessment. (ECE III P).
7 / Recognize the need to consult with multi-disciplinary team when cultural, economic, or linguistic differences are present in order to avoid biased assessment. (ECE III R).
8 / Implement technology in student assessment measures. (MIDDLE III D)
9 / Establish, develop, and sustain the assessment partnerships with families and other professionals. (ECE III C).
10 / Demonstrate an understanding of ethical practice for observational and informal assessment. (ECE III Q).
Grading
Grading (credit) Criteria / Detailed grading outlines will be distributed for each assignment prior to the assignment due date. The clarity of the writing or presentation, the depth of the discussion, and the degree to which the assignment is consistent with the expected content and format determine the grade for each assignment. Grammatical and spelling inconsistencies will be monitored as both detract significantly from writing. Inappropriate and/or lack of reference citations will similarly result in a decrease in student grades on each assignment.The total grade for the course is an accumulation of the points earned on each assignment. In keeping with the Keystone College grading system, the following letter grades are used.
A 4.00 (96-100)
A- 3.67 (90-95)
B+ 3.33 (87-89)
B 3.00 (84-86)
B- 2.67 (80-83)
C+ 2.33 (75-79)
C 2.00 (70-74)
D 1.00 (60-69)
F 0.00 (59 and below )
A grade of ‘incomplete’ or I may also be granted in this course but only in the case of severe extenuating circumstances. Such circumstances do not include lack of time to complete course assignments. Any student who feels he/she is at risk of not completing course assignments during the semester is encouraged to discuss these concerns with the instructor as early as possible.
Assignments / Running Record Behavior Observation Assignment (ECE I G; ECE III B; MIDDLE III C; MIDDLE III E; MIDDLE III F). [due: to be announced – value 5 %]
The purpose of this assignment is to give the student an opportunity to engage in active child observation using a running record protocol. “Running records are detailed narrative accounts of behavior written in a sequential way as it happens. A running record is different from an anecdotal record because it includes all behavior, not just selected incidents, and it is written as the behavior occurs instead of later. Using this method, the observer focuses on specific individuals or a specific area of the classroom. Running records can capture important developmental behaviors” (PA DPW, Office of Child Development, 2008, p. 18).
In the field site classroom, use the Running Record Handout to record the observation for a single student or small group of student.
· Setting for observation: an art or physical education lesson.
· Target behaviors to observe: gross motor and fine motor skills of the subject/group of subjects; behaviors exhibited by the teacher as he/she supports the learner/learners.
After completing the observation, reflect on the following questions:
· Did the running record method give you the information you were looking for?
· What did you learn about the subject’s/subjects’ development through observation?
· How could you use the information you gathered to plan activities that will support the development of the observed learner/learners?
This paper must be typed, double-spaced, and should not exceed five (5) pages excluding title and reference pages. Writing format must be in accordance with APA guidelines. This project counts as one (1) field experience.
Developmental Checklist Assignment (ECE I G; ECE III B; MIDDLE III C; MIDDLE III E; MIDDLE III F). [due: to be announced – value 10%]
The purpose of this assignment is to provide students with an opportunity to use developmental checklists to assess the developmental status of a selected student. Using “Developmental Checklist by Age” and “Developmental Checklist by Skill” tools (Nilsen, 2008, pp. 35-71), complete an assessment with a child observed in the field site classroom. Begin by identifying the first name, gender, age and grade of the child to be assessed. Complete the sections of the checklists that are age appropriate for the child you have chosen to assess. If you are unable to assess some of the developmental tasks, indicate why and how assessment might be completed by others (i.e., parents, other educators) or in non-classroom settings (i.e., physical education activity, afterschool activity, extracurricular event, etc). Upon completion of the appropriate developmental checklist sections, reflect on the data collected and summarize the subject’s developmental status in comparison with expected developmental milestones.
This paper must be typed, double-spaced, and should not exceed five (5) pages excluding title and reference pages. Writing format must be in accordance with APA guidelines. This project counts as one (1) field experience.
Module quizzes (ECE I G; ECE III B; ECE III C; ECE III J; ECE III N; ECE III O; ECE III R; MIDDLE III C; MIDDLE III E; MIDDLE III F [due: the Sunday following each Weekender at 11:59 p.m.; value 10 quizzes @ 3.5% each = 35%]
These 10-question multiple-choice quizzes will assess student knowledge of material covered in individual learning modules. During Weekender sessions when two discrete modules are covered, two quizesShould an emergency situation arise that precludes a student from completing the online quiz by the due date, it is the student’s responsibility to notify the instructor prior to the 11:59 p.m. quiz submission deadline. Failure to do so will result in the assignment of a zero (0) as the quiz grade.
Functional Behavior Assessment Paper (ECE I G; ECE III B; MIDDLE III C; MIDDLE III E; MIDDLE III F). [due: to be announced – value 15%]
The purpose of this assignment is to give students an opportunity to engage in a systematic process of authentic observing of the classroom behaviors of children. As educators, we often talk in broad terms about difficult behaviors that children exhibit in a classroom. Before determining how to deal with such behaviors, it is necessary to document and define the actual behaviors that are being exhibited, the context(s) in which the behaviors occur, the frequency of the behaviors, and the function that the behavior serves for the learner. Using the outline on pages 199 – 204 in Salvia & Ysseldyke (2007), prepare and conduct a systematic behavioral observation of a specific target behavior(s). Prior to initiating the behavioral observation, discuss with the Field teacher the kinds of behaviors that are most problematic in the classroom and use his/her direction in selecting a child and behavior(s) to observe and document.
Upon completion of the behavior observation process, a five (5) page paper must be written and submitted to the instructor for review. The paper must outline the following:
· definition of target behavior(s) and observer’s theory about the function of the behavior
· identification of the context for observation
· outline of the observation schedule
· discussion of recording procedures
· identification of the means of observation
· summary of the data gathered
· discussion of the observation experience itself – was it easy or difficult and why? What might you change in the future to improve the observation process? Do you think another observer would reach the same conclusions you did? Based upon the data collected, what do you believe the function of the behavior is for the learner? Was your earlier assumption about the behavioral function correct or incorrect?