EASTERN MICHIGANUNIVERSITY
Department of Teacher Education
ECE 641 Developmental Assessment of the Young Child: Theory and Practice (2 grad credits)
Course Description:
This course is designed for teachers, program directors and school principals in early childhood settings to learn about procedures and practices used in the evaluation and assessment of young children from birth through the elementary years, with emphasis on children up through age eight.
Timing of Course: Students take this course after they have taken the ECE foundation courses.
Course Objectives: (Participants will. . .)
1. Demonstrate an understanding of issues and policies related to assessment in early childhood education.
2. Demonstrate an understanding of formal and informal assessment procedures for use from infancy through elementary.
3. Demonstrate the ability to use assessment techniques in assessment.
4. Demonstrate an understanding of performance-based assessment including the use of portfolios in the assessment of young children.
5. Demonstrate a developing competence in the preparation of teacher-made assessment materials for use with young children.
6. Identify criteria for selection of assessment and screening procedures and instruments suitable for young children.
7. Demonstrate a developing competence in the administration of assessment instruments suitable for the early years.
8. Demonstrate a developing competence in interpreting assessment findings and communicating those findings to parents and professionals and in written records.
Course Outline:
1. Introduction
A. Overview of current practices and issues in assessment in early childhood education
B. Policies and legalities related to assessment of young children
C. Terminologies used in measurement and assessment.
2. Formal and informal Approaches to Assessing Young Children
A. Observation techniques and procedures
B. Development of checklist and other record forms
C. Use of commercial screening/achievement/readiness tests
D. Construction of teacher-made tests and assessment procedures
E. Avoiding bias in assessment
3. Performance-based assessment in the early childhood setting
A. Approaches to documenting children’s progress
B. Uses of observation in performance-based assessment
C. Portfolios: formats and options
D. Getting started on portfolios: Teachers; student; parents
E. Managing the use of portfolios in the classroom
F. Utilizing performance-based assessment for curriculum planning
G. Individualizing the curriculum guided by performance-based assessment
4. Providing the learner with oral and written feedback
A. Grading procedures and practices
B. Communicating with parents
C. Preparation of school records and reports
Course Requirements and Evaluation:
Assessment Report or Evaluation of Test Administration and Report: Develop and implement a teacher-made test; or implement a standardized test. (25% of grade)
Observation Report: Conduct observations and write narrative reports
Performance-based Assessment: Develop a performance-based assessment (e.g., game, interview, contracts, etc). (15% of grade)
Portfolio Report and Mock Parent/Teacher/Child Conference. Analyze portfolio sample; use portfolio sample as a basis for communicating assessment information to parents in a simulated parent/teacher/child conference situation. (25% of grade)
Attendance and Professionalism: Punctual class attendance and contribute to class discussions; professional expectations discussed in class (10% of grade)
Texts: (Required)
Baptist, N. & Reyes, L. (2002). Ethics in early care and education (Student Enrichment Series) New Jersey: Prentice Hall, Inc.
Wortham, S. (2001). Assessment in early childhood education (3rd ed.). New Jersey: Prentice Hall, Inc.
APA Manual (if not already familiar with it).
Course pack for more readings.
Texts: (Recommended)
Mager, R. (1997).
Preparing instructional objectives: A critical tool in the development of
effective instruction (3rded.).
Wortham, S., Babour, A., & Desjean-Perrotta, B. (1998). Portfolio assessment: A handbook for preschool and elementary educators. Olney, MD: Association for Childhood Education International.