SOUTH CAROLINA STATE UNIVERSITY



SOUTH CAROLINA STATE UNIVERSITYDEPARTMENT OF TEACHER EDUCATIONECE 522.01: ASSESSING AND INTERPRETING BEHAVIOR OF YOUNGPRIVATE CHILDRENSpring 2014Distance Education (Via Blackboard)INSTRUCTOR: Reginald Williams LOCATION: Turner Hall (Wing D), Room 343 OFFICE HOURS: Monday to Thursday (3:00-5:00 pm)TELEPHONE #: (803) 533-3805E-MAIL: rwill19@scsu.edu Required TextsGober, S.Y. (2002). Six simple ways to assess young children. New York: Delmar. Wortham, S.C. (2008). Assessment in early childhood education. New Jersey: Prentice Hall. COURSE DESCRIPTION: (ECE) 522 (3.0 Semester Credits) This course focuses on strategies that are needed to assess the behavior, instructional needs, and capabilities of young children. Emphasis is placed on both formal and informal assessment methods. RATIONALECandidates need to know how to assess and interpret the behavior of young children and to understand the importance of providing experiences that support their continued development and learning. In this course, candidates acquire the skills to determine children's current knowledge, interests, and dispositions and plan instruction that is supportive of their learning.This course embraces the theme of the Department of Education: The Professional Educator as an Effective Performer, Reflective Decision Maker, and Humanistic Practitioner. Additionally, the content and experiences of this course provide candidates many opportunities to gain the common core of knowledge, skills, and dispositions needed to become effective early childhood educators. COURSE OVERVIEWThis course is designed to prepare candidates to use appropriate measures to assess the development and learning of young children. Initially, candidates will be introduced to a variety of assessment strategies. Also, standardized tests will be emphasized, including how they are designed, interpreted, and used. Then, attention is given to teacher- designed strategies. Finally, emphasis is placed on the development of a comprehensive assessment plan.During the Pre-STEP experience in this course, candidates have an opportunity to administer assessment tasks to a child, observe a child, and then record appropriate evidence on checklists. They also have an opportunity to observe and interview five teachers and write a report highlighting their assessment strategies.COURSE OBJECTIVESKnowledge -- Upon completion of this course, candidates will: Discuss how young children learn and develop. Discuss a variety of assessment strategies that can be used to gather information about children’s development and learning.Explain the relationship between assessment and instruction.Discuss professional and ethical responsibilities related to assessment.Articulate the importance of family and culture to the assessment process.Discuss factors which may affect performance on tests.Discuss the basic rights, laws, and court rulings associated with assessment.Discuss collecting and documenting information for reporting and communicating with children, parents, and other professionals.Discuss how reflection results in improved instruction and assessment strategies for young children. Skills – Upon completion of this course, candidates will: Use technology as a tool to facilitate a variety of assessment methods to document children’s behavior, development, and learning.Demonstrate the ability to show a logical relationship between assessment results and lesson plans.Act professionally by displaying a concern for confidentiality regarding assessment.Demonstrate an understanding of the importance of involving families and considering a child’s culture when making assessment-related decisions.Demonstrate an awareness of factors that may impact children’s performance on assessments.Demonstrate an understanding of the basic rights, laws, and court rulings associated with assessment and young children.Use technology to communicate assessment information to families.Use research, best practices, and reflection in planning, implementing, and assessing young children’s learning.Use multiple perspectives when collecting assessment information on children.Use assessment results to adapt strategies and the environment to meet the needs of all children, including those with special needs.Dispositions Upon completion of this course, candidates will:Commit to the responsibility of using checklists and other methods to document children’s development and mit to letting assessment guide their instruction.Value the role of professionalism in assessment.Value input from families in the assessment process.Respect each child’s unique background when making decisions about assessment.Appreciate the fact that factors such as stress may impact a child’s performance on assessments.Respect the assessment-related rights of young children and mit to using assessment information to communicate and collaborate with families and other professionals.Value the use of self-evaluation and reflection as strategies to improve classroom performance and professional growth.A.Institutional OutcomesThis course develops effective performers who understand what should be taught to young children, why it is important, and how it can be accomplished. The candidates will be reflective decision makers who use best practices and reflection to plan and implement developmentally appropriate instruction. Additionally, the candidates understand the importance of involving families in their children’s learning and development.The candidates will demonstrate qualities of humanistic practitioners by valuing and respecting all children. B.Learning ObjectivesKNOWLEDGECandidates will:understand the role of the teacher and other adults in planning, developing, and implementing the curriculum.discuss behavioral objectives for the cognitive, affective, and psychomotor domains.discuss how to write appropriate lesson plans for students with varying abilities describe the components of a long-range plan.describe the components of a UWS.discuss various classroom management models.discuss the importance of involving families in their children’s learning.discuss how reflection results in improved instruction and assessment strategies for young children. 9. discuss the need to maintain a learning environment that is free from harassment, intimidation or bullying (SSCA). SKILLS Candidates will:1. describe curriculum, including developmentally appropriate practice, best practices, program standards, materials and experiences, and goals and objectives.2. plan and implement activities that are developmentally appropriate for children with varying abilities.3. develop behavior objectives for the cognitive, affective, and psychomotor domains. 4. write lesson plans that are appropriate for various content areas.5. develop a thematic unit plan as a pertinent component of their UWS. 6. develop a long-range plan.7. integrate technology in their lessons effectively.8. demonstrate an understanding of the importance of involving families in their children’s learning and development.9. demonstrate an understanding of the importance of children’s cultural backgrounds before making instructional decisions.10. demonstrate an understanding of the importance of using reflection as a basis for planning and assessing young children’s learning. 11. identify ways to handle bullying situations (SSCA). DISPOSITIONSCandidates will:1.value the need to incorporate developmentally appropriate practices during the learning experience.2.appreciate the need to incorporate appropriate curricula for diverse learners.3.embrace the use of technology in the early childhood program.4.value the benefit of knowing students’ background experiences and prior knowledge.5. commit to developing appropriate lesson plans for all content areas.6. respect and value the involvement of families in their children’s development and learning.7. consider each child’s cultural background when making instructional decisions.8. value the use of reflection and self-assessment as strategies to improve classroom performance and professional growth. C. Standards The objectives above are also aligned with the NAEYC, INTASC, ISTE, EEDA and ADEPT Standards. These standards are listed below. NAEYC Standards 1. Promoting child development and learning 2. Building family and community relationships 3. Observing, documenting, and assessing to support young children and families 4. Using developmentally effective approaches to connect with children and families 5. Using content knowledge to build meaningful curriculum 6. Becoming a professional 7. Field experiences Interstate New Teacher Assessment and Support Consortium (INTASC) Principles 1. The teacher understand the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for the students.2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to the diverse learner. 4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills. 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 10. The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being. International Society for Technology in Education (ISTE) Standards -- The following standards are emphasized in this course. Teachers plan and design effective learning environments and experiences supported by technology (II).Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning (III). Education and Economic Development Act (EEDA) Standards – The following standards are highlighted in this course. Standard Five: Teacher candidates will use concrete, hands-on instruction and content presentation with an emphasis on real-world application and problem-solving. Standard Six: Teacher candidates will implement learning strategies that promote cooperation. Standard Seven: Teacher candidates will implement strategies to accommodate the needs of diverse learners. South Carolina Teaching Standards 4.0 Please download full standard from SC Teaching Standards 4.0 Rubric.Planning ? Instructional Plans ? Student Work ? Assessment Environment ? Managing Student Behavior ? Expectations ? Environment ? Respectful Culture Instruction ? Standards & Objectives ? Motivating Students ? Presenting Instructional Content ? Lesson Structure & Pacing ? Activities & Materials ? Questioning ? Academic Feedback ? Grouping Students ? Teacher Content Knowledge ? Teacher Knowledge of Students ? Thinking ? Problem Solving Professionalism ? Growing and Developing Professionally ? Reflecting on Teaching ? Community Involvement ? School Responsibilities NCATE/CAEP Standards PDS1 Learning Community PDS2 Accountability & Quality Assurance PDS3 Collaboration PDS4 Diversity and Equity PDS5 Structure, Research and Roles Read to Succeed Literacy Standards for PreK-5 Teachers Standard 1: Foundational Knowledge Standard 2: Curriculum and Instruction Standard 3: Assessment and Evaluation Standard 4: Diversity Standard 5: Literate Environment Standard 6: Professional Learning and Leadership Standard 7: Dual Language Learners Standard 8: Home School ConnectionsSafe School Act Objective: To establish the basic structure for maintaining a safe, positive environment for students and staff that is free from harassment,intimidation or bullying.VI. COURSE REQUIREMENTS Students are expected to attend all classes, to arrive promptly, and to participate fully. For each time you are present and on time, you will receive one(1) point. You will get 0.5 points if you are late, and you will get 0 points if you are absence. Tardiness will result in additional points being deducted. These parts form you class participation grade. Additionally, being tardy is disruptive to the class and unfair to your classmates. Therefore, students who are more than five minutes late should not enter the class, unless there are extenuating circumstances. Please turn your cell phone off when class begins. This counts as 5% of your class participation grade. In order to receive the full five percent, you MUST complete the online course evaluation. If you do not, then you can earn a maximum of 3%.Students are expected to complete discussion board assignments according to the class schedule. This semester, all discussion board assignments are due on the weeks in which we will not have live class meetings.The assessment kit should also contain four checklists (cognitive, large motor, small motor, and social/emotional). Each checklist must include a minimum of 10 items. All checklists must be for one grade level child (infant, toddler, preschooler, or primary school child). Observe your young child and complete each checklist. Make sure that you note the date on each checklist that you complete for your child. Each student will develop an assessment project that contains cognitive assessment tasks (10 literacy and 10 math). Administer eight of the tasks (4 literacy and 4 math) to a young child (either an infant, toddler, preschooler, or primary school child). You must make sure that your tasks correspond to ONE GRADE LEVEL South Carolina State Curriculum Standard Set. Infant and toddler assessment techniques must be based on NAEYC characteristics outlined in Part 2 of Developmentally Appropriate Practice in Early Childhood Programs by Sue Bredekamp and Carol Copple which I will distribute electronically. Make sure that you indicate the subject (math or literacy) and the age level on each task. You will turn in your assessment kit in a file box with (1) a section for you literacy tasks, (2) a section for your math tasks, and (3) a section for your checklists, (4) a section for your cognitive task report, (5) a section for your parent interview, (6) a section for your assessment strategies evaluation, (7) a section for your assessment synthesis paper. Each section will be marked utilizing hanging file folders. You will write (not label) your name on your box.Write a cognitive task report of no less than 1000 words that includes the results of the cognitive assessment tasks and the checklists. This report should be in APA style. You should refer to both the class textbooks and two other scholarly resources of no older than five years old in your discussion. You will share parts of your results intermittently throughout the semester. Interview the child’s parents to ascertain their perspectives on the child’s cognitive, social/emotional, and small- and large-motor development. Write a one page report brief highlighting your findings. This should be written in APA style. You will briefly share your findings with your class.(Assessment Strategies Evaluation) -- Observe each visit in your Pre-Step classroom. Document assessment strategies observed. Interview the teacher to get additional information on their assessment procedures. Write a two page brief summarizing which techniques were used the most, which techniques were not used, and why your teachers chose to use certain techniques over others with special emphasis on integrating EEDA and Safe School Act Concepts.. This should be written in APA style. Please use your textbooks only for this assignment.(Assessment Synthesis Position) – Pick and article from a peer-reviewed journal that focuses on assessment. Write a response of no less than 800 words detailing what parts of the article informed and did not inform your view and techniques on early childhood assessment with special emphasis on Read to Succeed concepts. This should be written in APA style. Attach a copy of each article you use to it.Pre-STEP/Service Learning Activities – (20 hours)Complete C, D, E, F, G and H during your Pre-STEP/Service Learning Activities.Keep a reflective journal of your Pre-STEP experience. Please place a copy of your journal in your assessment kit. VII. METHOD OF EVALUATION Assessment Project15%Report (Assessment Result)10%Report (Parents’ Views on Development)5%Research Paper10%Report (Assessment Strategies/Program Eval.)10%Mid-Term Exam20%Final Exam20%Class Participation5%Discussion Board Assignments5% VIII. GRADING SYSTEMThe grading system used in this course is consistent with the one established by SCSU.A90-100B79-89C69-78DBelow 69 IX. REFERENCES Beatty, J.J. (2002). Observing development of the young child (5th ED.). NY: Prentice-Hall. Billman, J., & Sherman, J.A. (1996). Observation and participation in early childhood settings: A practicum guide. Boston: Allyn and Bacon. Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in earlychildhood programs. Washington, DC: National Association for the Education of Young Children.Elliott, B. (2002). Measuring performance: The early childhood educator in practice. NY: DelmarHaladyna, T.M.(2002). Essentials of standardized achievement testing: Validity and accountability. Boston: Allyn and Bacon. Lissitz, R.W., & Schafer, W.D. (2002). Assessment in educational reform: Both means and ends. Boston: Allyn and Bacon. McAfee, O. & Leong, D. (2002). Assessing and guiding young children’s development and learning (3rd Ed.). Boston: Allyn and Bacon. Mindes, G. (2003), Assessing young children (2nd Ed.). NJ: Prentice Hall. Montgomery. K. (2001). Authentic assessment: A guide for elementary teachers. NY:LongmanPopham, W.J. (2002). Classroom assessment: What teachers need to know (3rd Ed.). Boston: Allyn and Bacon. Puckett, M.B., & Black, J.K. (2000). Authentic assessment of the young child: Celebrating development and learning. NJ: Prentice-Hall. South Carolina State Department of Education (2002). Mathematics: South CarolinaCurriculum Standards. Columbia, SC. South Carolina State Department of Education (2002). English (Language Arts): South Carolina Curriculum Standards. Columbia, SC. South Carolina State Department of Education (2002). Science: South Carolina Curriculum. Columbia, SC.ECE 522.01 COURSE SCHEDULE Spring 2011No Live Classes Will Occur During Our ClassDates(Every Wednesday)OBJECTIVES/ACTIVITIES1/15IntroductionPart 1 – Gober1/22Parts 2 &3 – Gober1/29Assessment TermsAn Overview (Chapter One)SCST 4.0 Rubric and Assessment (SLOs), Safe School Act, EEDA Standards, and Read to Succeed Assessment Measures2/5ASSESSMENT SYNTHESE PAPER (Due 5:00)NAEYC Position Statement on Assessment (Article)NAEYC Code of Ethics-Assessment (Article)Infants, Young Children & Assessment (Chapter Two)Using, Designing, and Selecting Standardized Tests (Chapter Three)2/12DISCUSSION BOARD ASSIGNMENT (Due 5:00)2/19Using and Reporting Standardized Test Results (Chapter Four)Observation (Chapter Five)EMAIL DRAFT OF COGNITVE CHECKLIST TO INSTRUCTOR FOR FEEDBACK2/26Checklists, Rating Scales, and Rubrics (Chapter Six) Teacher-Designed Strategies (Chapter Seven)DUE: ASSESSMENT SYNTHESIS PAPER (Due 5:00PM) EMAIL DRAFT OF LARGE/SMALL MOTOR CHECKLIST TO INSTRUCTOR FOR FEEDBACKDISCUSSION BOARD ASSIGNMENT (Due 5:00)3/5MID-TERM EXAMCHAPTERS 1-7; NAEYC POSITION STATEMENT/CODE OF ETHICS3/19Portfolio Assessment (Chapter Nine)EMAIL DRAFT OF SOCIAL/EMOTIONAL CHECKLIST TO INSTRUCTOR FOR FEEDBACK3/26DISCUSSION BOARD ASSIGNMENT (Due 5:00)Communicating With Parents (Chapter Ten)4/2DISCUSSION BOARD ASSIGNMENT (Due By 5:00 pm)South Carolina Curriculum Standards (Article)Long-Range Planning (Article)4/9FINAL EXAM POSTED (By 5:00 pm)South Carolina ADEPT (Article)Assessing Writing (Article)4/23(LAST CLASS DAY)FINAL EXAM (Due: 11:59 PM), Chapters 8-10, SC Standards, ADEPT5/1DUE ASSESSMENT KIT (BY 5:00 PM in instructor’s office)STRATEGIES (PARENTS VIEW ON DEVELOPMENT) (IN KIT)ASSESSMENT STRATEGIES/PROGRAM EVALUATIONS (IN KIT)DUE: COMPLETE PRE-STEP HOURSDEADLINE FOR LATE ASSIGNMENTS(ALL BY 5:00 PM) ................
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