Shaw University

Department of Education

 

ECI 630

Assessment: Measuring and Evaluating Learning

in Early Childhood Curriculum

 

Instructor: Paula Moten-Tolson                                                                                                                             Phone: (919) 546-8544

Office:  TOS 315                                                                                                                                                      E-mail Address: pmoten@shawu.edu

Office Hours:                                                                                                                                                           M 2-4, T 9:30-11 W 3-6:30, H 10:30-1:30                         

 

Class Meeting Time:                                                                                                                                              Online

             

Semester:                                                                                                                                                                  Spring 2008

 

The Conceptual Framework Theme

 

The theme/purpose of the conceptual framework undergirding the Department of Education's programs is:  To produce graduates who are critical-thinking problem solvers with the knowledge, pedagogical and technological skills, and professional dispositions needed to function as effective teachers in a diverse world.

 

Department of Education Mission Statement

 

The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through their liberal arts and science foundations.  Candidates graduating from the department will have the specialty area knowledge, professional skills, and experiences that will enable them to function as competent and effective teachers who think critically and demonstrate effective problem-solving skills.

 

Departmental majors may choose a specific concentration from four different specialty areas.  Each student is encouraged to choose one of the specialty areas listed below by the end of his/her sophomore year.

 

Birth through Kindergarten Education (B-K)

Elementary Education (K-6)

 

Graduate students may pursue a Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education.

 

[The Secondary English Education (9-12) and Secondary Mathematics Education (9-12) programs are housed in the content areas.  The University suspended the Special Education: General Curriculum (K-12) Program, effective in fall 2006.]

 

Department of Education Goals

  

The goals of the Department of Education are:

 

1.    to align the institutional mission and goals with state, regional, national, and departmental  standards and requirements; 

 

2.    to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;

 

3.    to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs;

 

4.    to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn;

5.    to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn;

 

6.    to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and

 

7.    to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.

 

NOTE: The mission statement and goals of the Department of Education are aligned with the mission statement and goals of each of its programs.

 

Required Texts

Curtis, D., Carter. M. (2000). The Art of Awareness: How Observation Can Transform Your Teaching.  New Jersey: Merrill Prentice Hall.

 

Black, J., Puckett, M.  (2008). Meaningful Assessments of the Young Child:  Celebrating Development and Learning.  3rd Edition.  Upper Saddle River:  Prentice Hall.

 

LiveText

 

General Course Description

Students examine formal and informal observation techniques used to observe, evaluate, and

guide young children’s growth, including children with typical and atypical developmental

needs. Assessment findings are used to create classroom conditions that maximize children’s

growth. Meta-analysis of research data is pursued. The course is WEB enhanced.

 

Student Learning Outcomes

Upon completion of this course, students will be able to:

  1. Use their advanced academic and professional experiences in curriculum and instruction to demonstrate their understanding of how to become creative contributors to the advancement of knowledge in the education of young children and effective teachers of young children, as assessed by a common rubric.
  2. Demonstrate an understanding of the purpose, importance and limitations of screening, diagnosis, educational assessment and progress monitoring.
  3. Demonstrate competency in assessing typical and atypical development of children for the purposes of providing for individual needs and guiding young children according to best practice standards.
  4. Demonstrate competency for using different approaches for observing child/environment interactions, including play environments and daily routines.
  5. Demonstrate competency in using different approaches for observing child/other interactions, including parent/child and child/child interactions.
  6. Demonstrate competence in communication 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.
  7. Demonstrate their ability to prepare students to synthesize the knowledge drawn from several interrelated courses in the broad area of the psychological foundations of education and curriculum and instruction.
  8. Demonstrate competency in the administration modification and interpretation of at least one instrument in each of several types of data collection (e.g., screening, developmental assessment, informant interview, behavior rating scales, anecdotal note taking, play observation.
  9. Demonstrate their understanding and knowledge of concepts and techniques, including the use of technology, for scholarly research and evaluation.
  10. Demonstrate their ability to develop in students’ skills that will ensure that they can successfully function as competent and effective professionals who are critical thinkers and problem solvers.

Specific North Carolina Standards and Indicators

STANDARDS

FOR THE MASTER’S DEGREE LICENSE

 

Teachers granted the master’s degree license are expected to have demonstrated the following knowledge skills, and dispositions which are derived from research findings, reports of best practice, and the National Board for Professional Teaching Standards.

 

A. Instructional Expertise

The candidate demonstrates instructional expertise by applying the theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning.

Indicators:

 

  1.  The candidate designs and modifies instruction and learning environments based on assessment of student learning problems and successes.
  1. The candidate uses technology to create learning environments that support students’ learning.

 

C. Research

The candidate uses research to examine and improve instructional effectiveness and student achievement.

 

Indicator:

 

      2.   The candidate uses student and school performance data to improve student learning, classroom processes, and school practices.

CORE STANDARDS

 

Core Standard 2: Teachers know how to teach students.

 

Indicator 6:    Teachers plan instruction that is appropriate for the students they teach.

 

Indicator 7:    Teachers use a variety of methods to assess what students have learned.

 

Core Standard 6: Teachers respect and care about students.

 

Indicator 2: Teachers learn all they can about each of their students.

 

DIVERSITY STANDARDS

 

Standard 1:  Teachers understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and can create classroom environments and learning experiences that make these aspects of subject matter accessible, meaningful and culturally relevant for diverse learners.

 

        Indicator 4:  Teachers use a variety of assessment procedures/instruments.

 

Standard 2:  Teachers understand how students’ cognitive, physical, socio-cultural, linguistic, emotional, and moral development influences learning and address these factors when making instructional decisions.

 

Indicator 2:    Teachers assist students in developing multiple learning strategies to address discipline specific content, communication, critical thinking, and problem solving skills

 

Standard 5:  Teachers of diverse students demonstrate leadership by contributing to the growth and development of their colleagues, their school and the advancement of educational equity.

 

Indicator 2:   Teachers continually refine practices that address the individual needs of diverse learners. 

.

Standard 6:  Teachers of diverse students are reflective practitioners who are committed to educational equity.

 

Indicator 1:   Teachers identify own biases and reflect on them in terms of practice.

 

Technology Standards

 

Standard 1: Teachers demonstrate a sound understanding of technology operations and concepts.

 

Indicator 2:   Teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

 

Standard 3:  Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.

 

Indicator 1:   Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.

 

Standard 4:  Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

 

Indicator 2:   Teachers use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

 

Standard 6:  Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.

 

Indicator 3:   Teachers identify and use technology resources that affirm diversity.

 

Assignments

 

This course engages students in thinking about child development through keeping a Reflective Teaching Portfolio.  All assignments should be included in an electronic portfolio as well as in a notebook binder.  The course also helps students apply the theoretical base through cooperative learning group activities.  A copy of your Permission Slip (included in this syllabus) should be included in this portfolio.

 

1.      Reading Assignments. 

      The textbooks have been selected to provide background

 knowledge, foundations, content, as well as suggestions for teaching and learning

 activities with children aged birth through kindergarten.  You are expected to

 read, reflect upon and use the textbooks as resources for

 teaching and learning in this course.

 

       (Standards: Diversity:  1.4; Tech: 1.2)

 

2.       Exams. 

 Formal and Informal assessments will be used which cover content knowledge, pedagogical, critical thinking and problem solving skills, and professional disposition.

 

       (Standards : Master’s: A. 2, 6; Core: 2.6, 2.7;  Diversity:  1.4 )

 

3.      Weekly Class Participation and Activities.   This is an on-line course.  The class time for on-line classes will consists of activities to be completed and posted on the Discussion Board and/or virtual classroom via the Blackboard chat room.  It is expected that the on-line class time will be approximately 2.5 hours.

  

               (Standards:  all course standards)

 

4.      Reflective Journal and Observation Experiences

Each candidate will maintain a weekly record of your experiences in the

classroom, course discussions, on the job experiences and reactions to readings in

the textbooks and related articles.  In particular you will reflect on your growing

expertise in observation based on activities in the Art of Awareness text.  Submit a

             journal log reflecting your learning experiences weekly.  Submit a final summary at the

end of the course.

           

       (Standards: Core:  6.2; Diversity: 5. 2, 6.1)

 

5.      Classroom Observation and Technology.

Visit three (3) classrooms [not your own] where performance assessments are used.  Identify the assessments used that demonstrate what the child knows and those that demonstrate what the child can do or can apply.  Interview the teacher and find out how the assessment data is used.  Write up your findings including a chart of the assessment tools and usage.   Share your findings with the class using some form of technology to enhance your presentation.  Further instructions will be given in class.

 

       (Standards: Master’s: A. 6; C. 2;  Core: 2.7; Diversity: 1.4;

         Tech: 1.2, 4.2 )

 

6.      Library Component.

             The librarian from the Curriculum Material Center will make a presentation to the class

             on how to locate assessment resources to assist candidates with their library skills.  After

             the presentation candidates are to research information on 3 assessment tools [ not used

             in Classroom Observation assignment] targeted to preschool age children and write a

             short paper which includes:

·        A description of the assessment tools.  [Format will be given in class.]

·        Explanation why each assessment is or is not developmentally appropriate.

              Use APA style for the paper. 

 

(Standards:  Core: 2.7; Diversity: 1.4)

 

        7.  Teacher-Made Assessments and Parent Component

            Candidates will select learning objectives and develop teacher-designed assessments

        using various modalities i.e. observation, interview, game and incorporating technology.

        The target group for the assessments should be either infants, toddlers, preschoolers or

         kindergarteners. Be sure to include adaptations for exceptionalities.  Candidates will:

·        Describe how they will conduct the assessment and analyze the results.   

·        Include the application of technology to facilitate at least two assessments.

·        Develop a plan for communicating the outcomes to parents.   

·        Develop an assessment package that contains all the above components to be marketed to B-K teachers and programs.

 

 (Standards: Master’s:  C. 2; Core: 2.6, 6.2; Diversity:  1.4, 5.2; Tech: 3.1, 4.2, 6.3)

 

        8.   Chapter Preparation

            Candidate will have an opportunity to synthesize information from a chapter in the

            Puckett and Black Text and present to the class in Blackboard. 

 

              (Standards: Master’s  Core: 2.6; Tech: 1.2, 3.1, 4.2, 6.3)

 

        9.  Class Project

             Candidates will work as a group to develop an assessment document display.  Format

    will be based on Chapter 13 in the Curtis and Carter text.  The display will be prepared

    so that it can be displayed in the Curriculum and Materials Center.

 

    (Standards: Master’s:  A. 2; Core: 2.7, 6.2; Diversity:  2.2, 5.2; Tech: 3.1, 6.3)

 

       10.  Professional Dispositions

“The educator shall serve as a positive role model for students, parents, and the community.  Because the educator is entrusted with the care and education of small children and adolescents, the educator shall demonstrate a high standard of personal character and conduct.” (Shaw University Department of Education Conceptual Framework, 2003, page 27)

 

Each student is expected to participate actively and professionally in class discussions and other applied in-class activities.  This includes active, respectful listening to others and coming to class prepared for discussion.  It is expected that every participant will treat others with respect even when disagreeing with ideas or viewpoints presented.  Regular attendance is a class requirement due to the many activities that will take place in class.  Regular attendance is also a University requirement.  See Graduate Handbook.  Absences will lower your grade.   Rubrics used to assess assignments will include professional disposition skills.

 

       *Note:  The following standards and indicators are also present but not emphasized:

                    (Master’s  A.  3, 5; B. 1, 4, 5; D. 3; E. 3)

 

Topical Course Outline

 

The Art of Observation

Striving for Meaningful Practices in Assessment of Young Children

Development, Diversity and Standards

A Planning Format for Formal Assessments of Young Children

        Purposes and Goals

Determining What Will Be Assessed

How Emerging Development and Proficiency Manifests itself

Choosing Strategies and Techniques

  A Planni