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EDU 566
Northern Kentucky University
College of Education and Human Services
EDU 566 Assessment in Early Childhood Education
3 credit hours
Tuesdays 4:30 – 7:15
BEP 158
"Committed to the Development of All Learners"
The students, faculty, staff, and community of the NKU educational programs are committed to
the development of all learners through active collaboration and participation in coursework,
projects, and field experiences. The education programs in the College of Education and Human
Services prepare exemplary helping professionals who demonstrate the personal and professional
knowledge, skills, and dispositions necessary to provide for the developmental needs of
individuals in an increasingly diverse, complex, and technological society.
KERA Initiatives
As students complete and implement projects and assignments throughout their education
programs they will address all components of the KERA initiatives: Kentucky Learning Goals
and Academic Expectations, the Kentucky Program of Studies, and the Core Content for
Assessment.
EPSB Themes
All NKU professional education programs address and affirm the value of diversity in education,
the importance of helping all children develop reading and literacy skills, attaining high levels of
skill in assessing the outcomes of instruction, and using those skills to develop strategies for
closing identified achievement gaps. This course will provide students an opportunity to
demonstrate their knowledge, skills, and dispositions in the particular theme(s) of: Closing the
Achievement Gap
Honor Code and Code of Ethics
The work you do in this course is subject to the NKU Student Honor Code,
http://www.nku.edu/~deanstudents/documents/StudentHonorCode-Fall2007.pdf.
Students in the education programs must also adhere to the education programs’ Code of Ethics:
http://coehs.nku.edu/docs/COEHS_code_ethics_20.doc.
The Code of Ethics includes “consistently attending classes” and treating others with
respect. Did you know that “disrespect may be manifested in many ways including both
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verbal and non-verbal communications (i.e. putting one’s head on the desk during class,
doing other work in class, talking while someone’ else is talking….). The code of ethics
says “If these standards are not met, then faculty have the authority to dismiss the student
from the class or field assignment, revoke admission to the Teacher Education
Program,…” If the Code of Ethics is violated your final grade will be impacted.
Laptop Computer Use: Use of laptop computers must be for class work only including
taking notes or following along with a class PowerPoint. Doing other work during class,
sending emails or instant messages, and displaying material that may be distracting or
offensive to you classmates is disrespectful and is considered a violation of the Code of
Ethics. If the Code of Ethics is violated your final grade will be impacted. If
inappropriate laptop use is noted, you will be asked not to bring it back to class.
Cell Phone Use: Please put cell phones on silent or vibrate so as not to disturb or disrupt
the class. Talking on the phone or sending messages during class is disrespectful and
considered a violation of The Code of Ethics. If the Code of Ethics is violated your final
grade will be impacted. If you must take a phone call due to a personal or work related
emergency, please leave the room to do so and find out what work you missed during
your absence.
Plagiarism: Plagiarism or cheating will result in an "F" for the course and
recommendation for dismissal” as is written in the graduate catalog under academic
honesty.
Students With Disabilities
Students with disabilities who require accommodations (academic adjustments, auxiliary
aids or services) for this course must register with the Disability Services Office. Please
contact the Disability Service Office immediately in the University Center, Suite 320 or
call 859-572-6373 for more information. Verification of your disability is required in the
Disability Services Office for you to receive reasonable academic accommodations.
Professor: Helene Harte, EdD.
Office: BEP 263B
Telephone: 859-572-7686
Office Hours: Monday 3:00 - 4:00pm
Tuesday 2:00 – 3:00pm
By appointment
Email: [email protected]
Textbook: Puckett, M. B. & Black, J. K. (2008). Meaningful assessments of the young child:
Celebrating development and learning. Upper Saddle River, NJ: Merrill Prentice Hall.
Additional Articles will be posted on Blackboard.
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Student Activities, Evaluation, and Grading Policy:
Students will attend all class meetings and participate in class discussion and group activities. In
addition, students will complete the following assignments:
Undergraduate
Attendance and Participation
Assessment Tool Review and Presentation
Reflective Journal
Observation and Report
Team Project
Pre & Post Reflection on Feelings of Assessment
TOTAL
15% or 30 points
15 % or 30 points
20% or 40 points
15% or 30 points
25% or 50 points
10% or 20 points
100% or 200 points
TOTAL
13.64% or 30 points
13.64 % or 30 points
27.27% or 60 points
13.64% or 30 points
22.72% or 50 points
9.09% or 20 points
100% or 220 points
Graduate
Attendance and Participation
Assessment Tool Review and Presentation
Reflective Journal
Observation and Report
Team Project
Pre & Post Reflection on Feelings of Assessment
*Any of these assignments may be used as an on-demand task or a portfolio entry to demonstrate
student competence.
Assignments will be given a letter grade based on departmental grading policy and the scoring
guidelines which accompany each assignment.
Graduate Grading Scale:
Undergraduate Grading Scale:
Grade Percent
Total Points Needed
Grade Percent
Total
Points
age
age
Needed
A
93.5% 93.50 -100.00
A
90% - 100%
90.00 -100.00
B
100%
82.00 - 93.49
B
80% - 89.9%
80.00 – 89.99
C
82% 70.00 – 81.99
C
70% - 79.9%
70.00 – 79.99
F
93.4%
Anything below 70
D
60% - 69.9%
60.00 – 69.99
71% points
F
Below 60%
Anything below 60
81.9%
points
Below 71%
Teaching and learning are interactive. As such, excessive or unexcused absences, limited
participation, and/or inappropriate dispositions may result in a lowered grade regardless of
your performance on graded components of this course. No LATE assignments will be
accepted without prior instructor approval.
For Graduate Students, anything below 75% is an F (Unacceptable)
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•
As a graduate student, you are expected to demonstrate depth of knowledge and thorough
understanding in your assignments/projects through synthesis as well as evaluation of materials from
various sources in the research literature; integration of ideas and information across courses; and
use most recent edition of American Psychological Association (APA) style in your writing. As such,
your grade will reflect your depth of knowledge level.
•
All IECE majors must earn a grade of C or better in order for this course to count toward program
completion.
Description of Course Projects:
(Rubrics will be provided)
Attendance and Participation (30 points)
Teaching and learning are interactive. As such, excessive or unexcused absences, limited
participation, and/or inappropriate dispositions will result in a lowered grade regardless of your
performance on graded components of this course. No LATE assignments will be accepted
without prior instructor approval. If you are unable to attend class due to illness, work or
family obligations you are expected to contact the instructor in advance for an excused absence.
Assessment tool review and presentation (30 points) You will review an assessment tool and
provide a written report to identify and evaluate the purpose, appropriateness, reliability and
validity of the instrument used in the assessment/evaluation of young children. Each person will
create a 10 minute presentation about an assessment tool
Reflective Journal (10 points each)You will write 4-6 reflections (4 for undergraduates, 6 for
graduates) on research articles about young children and assessment. Research articles must
come from peer reviewed journals and be related to assessment of young children. Each
reflection must briefly summarize the key points and include your opinion if what the author is
trying to communicate in the article. Each reflection must answer the following questions: What
new information did you obtain from the research article? What are the major implications of
assessment of young children and your professional development? What methodology was used
in the research?
Observation and report (30 points) Using an approved assessment tool, you will complete an
initial developmental observation of an infant, toddler, or a preschooler. You will write a report
which includes a brief environmental evaluation and documented information regarding the
behavior, interactions, abilities and needs of the observed child.
Team project (50 points) With a team of your classmates, you will be responsible for completing
an assessment of a preschool child and writing an integrated assessment report. Although you
will be working collaboratively, each person will receive his or her own points.
Pre & Post reflection on feelings of assessment (10 points each) At the beginning of the
semester, you will write a two-page minimum personal reflection about your ideas and opinions
regarding assessing young children. You can use your personal experiences, those of family,
friends, or colleagues. At the end of the semester, you will write a final reflection which
encompasses the concepts, content and terminology you have learned over the course of the
semester to determine if your feelings or opinions have changed or have been strengthened as a
result of what you learned.
Course Description and Objectives:
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This course will provide for pre-service and in-service educators guidelines to create an on-going
assessment system that incorporate both formal and informal, more authentic, performance or
process based assessments without compromising developmentally appropriate practices. Future
and current teachers will be able to utilize curriculum-based assessment techniques to observe
and document growth, development and learning. They will be able to make valid inferences
from observations and assessment procedures. They will be able to use information to
collaborate with individual learners and their families to support learners’ progress. The purpose
of this course is to teach students the curriculum standards and teaching methods necessary for a
professional career as a teacher. The course addresses these Kentucky Teacher Standards (means
of assessment in boldface):
Standard I Designs and Plans Instruction
a. Designs for all children developmentally appropriate, comprehensive curriculum,
instruction, and learning outcomes aligned with program, school, district, state, and/or
federal goals. Assessment tool review and presentation, Observation and report,
Team project
b. Includes assessments that target learning outcomes. Assessment tool review and
presentation, Observation and report, Team project
c. Individualizes curriculum, instruction plans, and assessment strategies for ALL children.
Assessment tool review and presentation, Observation and report, Team project
d. Plans for effective involvement of team members, including assistants, staff, and
volunteers, across learning environments. Assessment tool review and presentation
e. Includes knowledge and strategies of multiple disciplines. Assessment tool review and
presentation
f. Plans experiences and instruction based on family resources, priorities, and concerns.
Assessment tool review and presentation, Observation and report,
Standard IV Assesses & Communicates Learning Results
a. Uses a systematic process to assess and record children’s ongoing developmental
progress. Assessment tool review and presentation, Observation and report, Team
project
b. Bases assessment strategies on developmentally appropriate learning outcomes and aligns
strategies with the program curriculum and appropriate standards. Assessment tool
review and presentation, Team project
d. Plans and implements assessment strategies that invite active involvement of appropriate
partners, including team members and children’s families. Assessment tool review and
presentation, Team project
e. Accurately interprets the data and validity of assessment results and communicates
results to appropriate partners, including families, in terms they easily understand.
Observation and report, Team project
f. Uses assessment results to design appropriate learning outcomes and to plan for future
related services and instruction. Assessment tool review and presentation, Team
project
Standard V Reflects on and Evaluates Professional Practices
a. Uses data to reflect on and evaluate children’s learning. Observation and report,
Reflective Journal
b. Uses data to reflect on and evaluate instructional practice. Reflective Journal
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EDU 566
c. Uses data to identify areas for professional growth. Reflective Journal
d. Analyzes the involvement and effectiveness of team members in instruction. Reflective
Journal, Team Project
Standard VII Engages in Professional Development
a. Assesses his/her professional performance level relative to KY IECE Teacher Standards.
Reflective Journal
Standard IX Demonstrates Implementation of Technology
e. Demonstrates ethical and legal use of technology disciplines. Assessment tool review
and presentation, Reflective journal, Observation and report, Team project
Tentative Class Schedule – Spring 2008
(Schedule subject to change)
Date
WEEK 1
January 13
WEEK 2
January 20
WEEK 3
January 27
WEEK 4
February 3
Topic
Introductions
Course Overview
Meaningful
Practices
The Big Picture
Formal
Assessments
Assignment(s) Due
Read Chapter 1
Read position statement on assessment from
NAEYC
Read Chapter 2
Personal reflection on assessment due
Share your reflection
Read Chapter 3 pp. 54-87, – A Planning
Format for Meaningful Assessment I: Formal
Assessments of Young Children
Reflective Journal #1 Read article posted on
Blackboard – Kentucky’s Early Childhood
Continuous Assessment and Accountability
System. Reflect critically on this article.
WEEK 5
February 10
Informal
Assessments
WEEK 6
February 17
Portfolio
Development
(Guest Lecture)
Week 7
The Importance of
Sign your group up for Assessment Report
and Presentation on a Young Child.
Read Chapter 4
Reflective Journal #2 due
Read Chapter 5
Reading posted on Blackboard
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February 24
Observation
WEEK 8
March 3
Children’s SelfAssessment
WEEK 9
March 10
WEEK 10
March 17
WEEK 11
March 24
WEEK 12
March 31
Spring Break
Collaborating with
Families
Making Assessment
Meaningful
Program
Evaluation
WEEK 13
April 7
Week 14
April 14
Week 15
April 21
Week 16
April 28
Work day for
group presentations
Assessment Tool
Week 17
May 5
Wrap up
Assessment Reports
of Young Child
Assessment Reports
of Young Child
Reflective Journal #3 due
Read Chapter 6 pp. 140 – 167
Reflective Journal #4 due
No Class
Read Chapter 7
Graduate students: Reflective Journal #5
due
Read Chapter 8
Graduate -- Graduate students: Reflective
Journal #6 due
Read Chapter 9
Observation Report due
No class
Individual Presentations of assessment tools
Team Reports of a Young Child
Remaining Team Reports of a Young Child
Instructor will give out final reflection
prompt.
End of Semester Celebration
Final Reflection due
Bibliography
Bailey, D.B. & Simeonsson, R.J. (1988). Family assessment in early intervention.
Columbus, OH: Merrill.
Beaty, J.J. (2002). Observing development of the young child, 5th Edition. Columbus, OH:
Merrill Prentice Hall
Bondurant-Utz, J. (2002). Practical guide to assessing infants and preschoolers
with special needs. Columbus, OH: Merrrill Prentice Hall
Bracken, B.A. (Ed.). (2000). The psychoeducational assessment of preschool
Children, 3rd edition. Boston, MA: Allyn & Bacon.
Bredekamp, S. & Rosegrant, T. (Eds.). (1993). Reaching potentials: Appropriate
curriculum and assessment for young children Volume 1. Washington, D.C.:
National Association for the Education of Young Children.
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Cohen, L. & Spenciner, L.J. (1994). Assessment of young children. White Plains, NY:
Longman.
Cohen, L.G. & Spenciner, L.J. (1998). Assessment of children and youth. New York:
Addison Wesley Longman, Inc.
Cohen, D. H., Stern, V., & Balaban, N. (1983). Observing and recording the behavior
young children, 3rd Edition. New York: Teacher’s College Press.
of
Linder, T. W. (1993). Transdisciplinary play-based assessment: A functional approach to
working with young children. Baltimore: Paul H. Brookes Publishing.
Losardo, A. & Notari-Syerson, A. (2001). Alternative approaches to assessing young
children. Baltimore, MD: Paul H. Brookes.
Noonan, M.J. & McCormick, L. (1993). Early intervention in natural environments:
Methods and procedures. Belmont, CA: Brooks/Cole.
Puckett, M.B. & Black, J.K. (2000). Authentic assessment of the young child:
Celebrating development and learning, 2nd edition. Columbus, OH: Merrill
Prentice Hall.
Waters, J., Frantz, J. F., Rottmayer, S. , Trickett, M., & Genishi, C. (1992). Learning to see the
learning of preschool children. In Ways of Assessing Children and Curriculum, C. Genishi, (Ed.)
NY, NY: Teachers College Press.
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For Education Majors Only
Students in the education programs must also adhere to the education programs’ Code of Ethics:
http://coehs.nku.edu/docs/COEHS_code_ethics_20.doc and the KY Code of Ethics:
http://www.kyepsb.net/legal/ethics.asp.
Additional information for education majors:
Committed to the Development of All Learners is the theme that undergirds the Conceptual
Framework for all professional programs in the College of Education and Human Services
(COEHS) at Northern Kentucky University. The Conceptual Framework is supported by the
missions of the university and the college and used by faculty to continuously assess and update
the curricula of the Unit’s initial and advanced programs. The Unit created its Conceptual
Framework after input from all of its constituents: education and arts and science faculty,
students, staff, and community members. The graphic depicts a framework of continuously
assessing the knowledge, skills, and dispositions that classroom teachers, instructional leaders,
and school counselors must have to facilitate student learning and academic achievement.
KERA Initiatives As students complete and implement projects and assignments throughout
their education programs they will address all components of the KERA initiatives: Kentucky
Learning Goals and Academic Expectations, the Kentucky Program of Studies, and the Core
Content for Assessment.
EPSB Themes All NKU professional education programs address and affirm the value of
diversity in education, the importance of helping all children develop reading and literacy skills,
attaining high levels of skill in assessing the outcomes of instruction, and using those skills to
develop strategies for closing the achievement gap. This course will provide students an
opportunity to demonstrate their knowledge, skills, and dispositions in the particular theme of
reading/ literacy.
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Kentucky Teacher Standard No. 1 STANDARD 1: THE TEACHER
DEMONSTRATES APPLIED CONTENT KNOWLEDGE.
1.1 Communicates concepts, processes, and knowledge
Accurately and effectively communicates concepts, processes and/or knowledge and
uses vocabulary that is clear, correct and appropriate for students.
1.2 Connects content to life experiences of student.
Effectively connects most content, procedures, and activities with relevant life
experiences of students.
1.3 Demonstrates instructional strategies that are appropriate for content and
contribute to student learning.
Uses instructional strategies that are clearly appropriate for the content and processes
of the lesson and make a clear contribution to student learning.
1.4 Guides students to understand content from various perspectives.
Provides opportunities and guidance for students to consider lesson content from
different perspectives to extend their understanding.
1.5 Identifies and addresses students’ misconceptions of content
Identifies misconceptions related to content and addresses them during planning and
instruction.