Examines a variety of formal and informal assessment techniques used in early childhood classrooms. Emphasizes the importance of observing young children and how to use these observations. The Michigan Department of Education (MDE) Early Childhood Standards of Quality (ECSQ) and the National Association for the Education of Young Children (NAEYC) guidelines for assessment will be integrated into class discussions to help students gain insight into the best practices with young children. This course is designed for present and future teachers, caregivers, home visitors, administrators and the general public who participate in decisions relating to early childhood assessment. Students in CHD-232 must enroll concurrently in CHD-233: Observation and Assessment in Early Childhood Education Practicum.
Goals, Topics, and Objectives
As a result of this course, students will:
- Child Observation and Documentation
a. Observe children's interactions in a preschool setting and thoroughly document their actions and dialogue to assist in future lesson planning.
b. Engage in discussions, assignments and activities designed to promote theoretical understanding as well as real life applications of knowledge gained. - NAEYC Guidelines for Developmentally Appropriate Practice
a. Select appropriate assessment methods for gathering information on the child using the following:
*Assessment of children’s progress which is ongoing, strategic and purposeful.
*Assessment and observation data which focuses on what children can do and where support can be provided.
*Input from the family as well as the child in addition to information gathered from teachers. - Child Oriented Curriculum and Environments
a. Analyze observations individually and with their classmates, identifying children's current level of understanding, interests, misconceptions and questions.
b. Make plans for individual children based on the analysis of their observations, anecdotal notes and classmates' ideas. Plans may include changes to the environment, the introduction of new materials or the utilization of new teaching strategies. - Child Study Portfolio
a. Compile a portfolio of observation and assessment data on one child to communicate the child’s strengths.
b. Utilize the information in the portfolio to improve teachers’ and program’s effectiveness in working with the child. - Assessment
a. Explain the variety of assessment techniques available and the advantages and disadvantages of each in order to select the appropriate method.
b. Explain the current issues surrounding assessment methods and their implementation with young children.
c. Describe how to use assessment results to support children and families within the classroom environment and beyond.
d. Describe how the NAEYC guidelines for Developmentally Appropriate Practice and the MDE Early Childhood Standards of Quality pertain to assessment.
Assessment and Requirements
- Anecdotal observations and assessments (anecdotal notes)
- Analysis of documentation from the observations and anecdotals
- Child case studies, individual planning activities based on observations
- Child study mock portfolio
- Standardized and informal assessment implementation reflection (ex: ASQ-3, Checklist, etc)
- Midterm and Final Exam
Note: Grades for CHD-232 (lecture) and CHD-233 (practicum) are separate. It is possible to receive a passing grade in CHD-232 and not in CHD-233 and vice versa. Students must pass CHD-232 with a C grade or better.
The following NAEYC Associate Degree Standards are met by this course at the understanding or application level:
1. Promoting Child Development and Learning:
- 1a: Knowing and understanding young children's characteristics and needs.
3. Observing, Documenting, and Assessing to Support Young Children and Families:
- 3a: Understanding the goals, benefits, and uses of assessment.
- 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.
4. Using Effective Approaches to Connect with Children and Families:
- 4a: Knowing, understanding, and using positive relationships.
- 4b: Knowing, understanding, and using effective approaches, strategies, and tools for early education.
Determined by the department lead.
Outcomes
Credit for Prior College-Level Learning
Portfolios must be well organized and depict the knowledge of a variety of assessment tools, both formal and informal (i.e. ASQ, ASQ-SE, Denver, COR, Checklists, Portfolios, Rating Scales) used to assess infants, toddlers and preschool children enrolled in early childhood programs. The Children and Families Program Director will evaluate submitted portfolios based on the evaluation rubric. Evaluation rubric and student checklist located in School Office.
Students wishing to receive credit for prior learning for CHD 232 must provide a well organized portfolio (see specifics under portfolio review) which depicts the use/knowledge of a variety of early childhood assessment tools, both formal and informal, used to assess infants, toddlers and preschool children.