(EDI 611) Assessment of the Young School Child

Syllabus of Record

Catalog Description: A study of instructional assessment procedures and prescriptive techniques for students PreK-8 years which includes the development of skills related to assessment practices that provide information about young children and their families that is used for the purpose of developing appropriate learning and intervention strategies. Three credits.

Unit Mission, Philosophy, Values:

Our Mission:

“Teaching, Leading and Learning in a Democratic Society”

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy:

Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders

a)to enhance the academic and personal potential of their students

b)to evaluate the social and ethical implications of educational policies and practices.

Values:

“Expertise, Equity, Liberal Education, Social Responsibility”

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Unit and Program Standards:

Unit Standards: Michigan Department of Education (MDE), National Council for the Accreditation of Teacher Education (NCATE)

Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS)

Specialty Program Standards: National Association for the Education of Young Children (NAEYC); Association of School Curriculum Development; Michigan Association for the Education of Young Children (MiAEYC); Michigan Early Childhood Education Consortium); Council for Exceptional Children (CEC); Division for Early Childhood (DEC)

Course Standards and Assessments:

NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families (Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children’s development and learning)

NAEYC 3a: Understanding the goals, benefits, and uses of assessment

NAEYC 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.

NAEYC 3c: Understanding and practicing responsible assessment

NAEYC 3d: Knowing about assessment partnerships with families and other professionals

NBPTS: Teachers are Responsible for Managing Student Learning

3a: Teachers call on multiple methods to meet their goals

3b: Teachers orchestrate learning in group settings

3c: Teachers place a premium on student engagement

3d: Teachers regularly assess student progress

3e: Teachers are mindful of their principal objectives

Common Assessment:Assessment Portfolio

Major Topics:

  • Teacher Developed Assessments
  • Standardized Assessment
  • Legal and Ethical Issues
  • Communicating Assessment Results

Knowledge Base:

Airasian, P.W. (2000). Assessment in the Classroom: A concise approach (2nd ed.). Boston, MA: McGraw-Hill.

American Educational Research Association (2000). AERA position statement concerning high-stakes testing in preK-12 education. Washington, DC: Author.

Bentzen, W.R. (2000). Seeing young children: A guide to observing and recording behavior (4th ed.). Albany, NY: Delmar.

Braken, B.A. (1999). Psychoeducational assessment of preschool children (3rd ed.). Boston, MA: Allyn & Bacon.

Guskey, T.R. (2003). How’s my kid doing? A parent’s guide to grades, marks, and report cards. Hoboken, NJ: Wiley/Jossey-Bass.

Hebert, E. (2001). The power of portfolios: What children can teach us about learning and assessment. Hoboken, NJ: Wiley/Jossey-Bass.

Idol, L., Nevin, A., & Paolucci-Whitcomb, P. (1999). Models of curriculum-based assessment: A blueprint for learning. Austin, TX: Pro-ed.

Mardell-Czudnowski, C., & Goldenberg, D.S. (1997). DIAL-3: Developmental indicators for the assessment of learning (3rd ed.). Circle Pines, MN: AGS Publishing.

Nuttall, E.V., Romero, I., & Kalesnik, J. (1999). Assessing and screening preschoolers: Psychological and educational dimensions (2nd ed.). Boston, MA: Allyn & Bacon.

Sattler, J (2001). Assessment of children: Behavioral and clinical applications (4th ed..). Austin, TX: Pro-Ed.

Sattler, J (2001). Assessment of children: Cognitive applications (4th ed.). Austin, TX: Pro-Ed.

Salvia, J., & Ysseldyke, J. (2004). Assessment: In special and inclusive education. Boston, MA: Houghton Mifflin.

Wortham, S.C. (1995). The integrated classroom: Assessment-curriculum link in early childhood education. New York, NY: Macmillan.