Research Paper
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Preparing teachers of understanding with Chris4an values and hearts to serve
Course Syllabus
ECS 3323- WA01A – Assessment of the Young Child
COURSE INFORMATION Term: SUMMER A Dates: 5/1/2021 – 6/25/2021 Course Number: ECS 3323 Course Title: Assessment of the Young Child Credit Hours: 3 Prerequisites: None
INSTRUCTOR INFORMATION Instructor’s Name: Lisa Sturges Instructor’s E-mail: lsturgess@rochesteru.edu Instructor’s Office: Virtual/Phone Office Hours: As requested Instructor’s Cell #: 248-872-9062
COURSE DESCRIPTION Examination of both formal and informal measures used to observe and assess the physical, emotional, social, and intellectual development and growth of a young child. Emphasizes developmentally-appropriate instruments and alternative assessment procedures, and the importance of assessment in evaluation, parent communication, and classroom planning. Required observation hours (15).
Course Unit Delivery Each weekly unit begins on Saturday 8:00 AM ET and ends on Friday at 11:55 PM ET.
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ROCHESTER ONLINE/COURSE POLICIES AND INFORMATION 1. Code of Academic Integrity: Students are expected to understand and adhere
to the Rochester University Code of Academic Integrity, which can be found at: http://rochesteru.edu/academicintegrity
2. Attendance Policy: Rochester University expects regular and punctual attendance. Any student who misses more than 30% of class meetings will receive a grade of F for the course. It is the responsibility of the student to withdraw from the course before the last day to withdraw. Attendance in an online course is defined as logging in and actively participating in the course; documentable participation in the Learning Management System (LMS) where the online curriculum resides. To be present during a week, a student must log into the course and demonstrate participation by creating a documentable entry. Rochester University Policy states that, “Online students must participate in their course(s) within the first seven days from the official start date”. Students who are absent from the online course for more than one week (7 days) risk failing the course.
3. COVID-19 Specific Policies: Up-to-date academic policies for accommodations for COVID-19, including provisions for attendance, mitigation procedures, and course access can be found in the linked file.
4. Online Course Shell: This course has a website in Moodle available at online.rochesteru.edu.
5. Withdraw date: Students may drop this course only if they have not participated. The last day to withdraw (reflected on the transcript) from this eight- week course is Friday of Week 5. Full refunds are issued for drops (unless you are still within the 12-18 hour block), and refunds are limited or non-existent for withdrawals depending on the date. The institutional calendar can be found in the course catalog https://rochesteru.edu/academics/course-catalog/
6. Late Policy: Communication between the professor and student is the key to the student’s success in this course. All the assignments of this course are mandatory. Therefore, if any assignment is not submitted, the professor may give the student a failing grade for not meeting all the requirements of this course, regardless of the calculated points earned. • Timely participation in Discussion Boards is necessary for an effective,
engaging discussion. Therefore, all Discussion Board initial post discussions (max 9 points) must be submitted by Tuesday at 11:55 pm, and responses must be given by Friday at 11:55 pm to all peers who comment on their initial post by Thursday night. Additionally, responses to two different peers’ initial posts (max 3 points each) must be submitted by Thursday at 11:55 pm) of a given week.
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• Reading Log Assignments may also be turned in up to one week late (10% deduction up to 24 hours late and half credit if 2-7 days late). After one week (Friday at 11:55 p.m.) you will receive a grade of zero for the weekly Reading Log post. No assignments will be accepted after the last day of the course.
• Other Assignments: If you believe you need an extension for one of these assignments, you must email the instructor by the due date for the assignment and explain the reason for your request. Late assignments are subject to a 10% reduction in the points per weekday, up to 50%. There will be no credit for any assignment submitted more than a week late. Any assignments due in Week 8 will not be accepted late. No assignments will be accepted after the last day of the course.
7. Biblical Integration Policy: Students are encouraged to incorporate two or three sentences interpreting the weekly Bible verse at the end of their initial Discussion Board post to reflect on Biblical principles and a Christian Worldview. One point will be given for the initial post for this short summary of what this Bible verse means to the student. This is in keeping with the Christian philosophy of Rochester University.
8. Writing styles: Students will be required to format several written assignments in American Psychological Association style (APA). These include but are not limited to title page, reference page, proper citations throughout the document, margins, font, double spacing, page numbers, running head, structure and content (introduction, thesis, organization, conclusion) and proper grammar (sentence structure, spelling, etc.). A recommended source is http:// owl.english.purdue.edu/owl/resource/560/01/
9. Arrangements for Students with Disabilities: In compliance with the Americans with Disabilities Act of 1990, Rochester University provides reasonable accommodations for all persons with disabilities. If you are seeking accommodations, you are required to register with the Accommodations Officer (248-218-2011 or accommodations@rochesteru.edu). Rochester University’s accommodations policy and forms can be found at www.rochesteru.edu/student- life/ada-accommodations. Please note that lectures may be recorded by students with disabilities who require auxiliary aids to ensure equal access in the classroom. Instructors and classmates may not forbid the use of an aid that has been approved by the accommodation officer.
10. RU Emergency Guidelines: For your safety, during the event of a campus lockdown, the professor/instructor is in charge and students are instructed to follow the directions of their professor or instructor. Please familiarize yourself with the RU emergency guidelines located on the student portal.
11. ACE: The Academic Center for Excellence (ACE) offers free peer tutoring sessions, 24/7 online tutoring support, study resources, computer, and printer
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stations, and much more for all Rochester University students. For more information, email acelab@rochesteru.edu or visit https://rochesteru.edu/ace/
12. Ham Library: The Ennis and Nancy Ham Library offers electronic, print, and audio-visual materials to all students, employees, and guests. Users have remote and on-campus access to indexing and full-text articles in over 60 electronic databases, as well as numerous electronic books. For more information, visit http://rochesteru.edu/lib
13. Student Well-Being: If you are experiencing challenges (such as mental health, food insecurity, homelessness, personal emergencies, etc.) that are interfering with your coursework, you are encouraged to notify your instructor, or contact the Student Care Team (studentcareteam@rochesteru.edu) or the Dean of Students for support and referrals to campus and/or community resources.
ROCHESTER ONLINE ECS POLICIES
Student Evaluation and Assessment Policy You will be evaluated based on your completion of the initial and response posts in the Discussion Board based on the question or topic of the week, a Reading Log on the course reading assignments, and the additional assignments detailed in this syllabus below.
It is important to refer to the Assignments Guidelines and Rubrics and Forms section on the home page for this online course. All student assignments will be measured based on the assessment rubrics available in this section, so it is in your best interests to read through the rubrics before completing the assignments.
The instructor will provide the student with relevant and clear feedback about the work submitted based on the Assignment Guidelines and Rubrics and Grading Scale. All course assignments will be graded within 7 days from the end of the unit.
COURSE GRADING SCALE
Grade Points Percentage
A 372-400 93%-100%
A- 360-371 90%-92%
B+ 348-359 87%-89%
B 332-347 83%-86%
B- 320-331 80%-82%
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Standards for Assignments Policy
C+ 308=319 77%-79%
C 292-307 73%-76%
C- 280-291 70%-72%
D+ 268-279 67%-69%
D 252-267 63%-66%
D- 237-251 60%-62%
F 0-236 0%-59%
Guidelines for Written Assignments
Content (the most important part)
Make sure your content is clear and concise. Include enough explanation for a high school student to read the paper and learn something from it. However, make sure that you write plainly without unnecessary repetition.
Spacing Double Spaced
Margins 1” each
Font Size 12
Font Type Times New Roman or Arial
Style The assignments must follow APA guidelines.
Reference Page Use SCHOLARLY, PEER-REVIEWED references with in-text citations for each reference. Any borrowed information in the form of quotations, paraphrases, or summaries must have in- text citations as well as complete citations on the references page.
When citing published material, it should be referred to in the past tense.
Title Page On each title page include the following:
Title of the paper Student name College name
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ECS 3323 COURSE MATERIALS
Required Textbook Information
Wortham, S. C., & Hardin, B. J. (2020). Assessment in early childhood education (8th ed.). New York, NY: Pearson.
Required APA Website Information
https://owl.english.purdue.edu/owl/resource/560/02/
Recommended HighScope Websites
http://highscope.org/
Recommended Text
American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.) Washington, DC: American Psychological Association.
Recommended APA Websites
http://wwwapastyle.org
Software Requirements
Microsoft Word, Microsoft PowerPoint, and Adobe Acrobat Reader (2010 or later)
Mechanics (Grammar, Word Usage, Spelling, and such)
Use correct spelling. Do not use contractions in academic writing (we’ve, that’s, don’t, etc.) unless within a direct quote.
It is always good to double use Spelling and Grammar check. If Grammar check gives you confusing advice, feel free to contact me for an explanation.
Use complete sentences that are grammatically correct.
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SUMMARY OF COURSE REQUIREMENTS
• Review selected chapters and course materials outlined in your class calendar each week
• Actively participate in online Discussion Boards throughout each week • Submit a Reading Log/Field Experience Summary and Reflection by the end of
each week • Complete an Assessment Research paper on a topic of choice related to the
assessment of the early child • Submit a Field Experience Reflection paper and signed Observation Timesheet
denoting 15 hours of observation time performed
COURSE REQUIREMENTS: DETAILED DESCRIPTION OF COMPONENTS
Discussion Board (Due Weekly): CLOs 2-6; PLOs 1c, 3a, 3d, 4c-d, 5c, & 6a-e; EPIC ii & iii
Discussion Boards are the heart of the online classroom. In order to succeed in this course, you will need to become an active, contributing member to each discussion. Here are some quick tips for your success regarding discussions:
• Participate in the discussion boards daily (At least look at the discussions daily so that you can be thinking about your response even if you are not writing.)
• Your initial response to the question of the week should be posted by Tuesday at 11:55 p.m. for full credit. You need to respond to the postings of other students, and they need to respond to your postings. Posting by Tuesday gives everyone a chance to respond.
• Your initial post must include at least one in-text citation and at least one reference in a labeled “References” section at the end of your post.
• Your initial post must include a 2-3 sentence reflection on the Bible verse explaining the meaning to you personally and any application to your own teaching or to the course materials for the week.
• Reply to at least two of your peers’ initial posts each week by Thursday at 11:55 PM EST. Each of these responses should be at least 80 words. In addition, it is your responsibility to respond to every student who comments on your initial response—as long as the other student’s comments are made by Thursday at 11:55 p.m.
• Your posts should be relevant to the topic, enhance the discussions, and clearly state your ideas. Spell correctly and format references properly in APA format. Whenever possible, please integrate references from the course readings to support your comments.
• Direct comments to each person by name as appropriate AND include your name at the end.
Reading Log Summary and Reflection (Due weekly, 500-word minimum): CLOs 2-6; PLOs 1a-c, 2a, 3a, 4a-d, 5c, 6d; EPIC ii & iii
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Each week you should submit a Reading Log/Field Experience Reflection. The goal of the reading log is for you to connect your reading assignments to what you are observing in the classroom. Briefly summarize what you learn from the reading assignments each week. As you discuss your insights and perceptions about the reading material, connect the reading to your observations in the classroom. When you borrow information from the textbook or other course reading materials such as articles etc., (summarized information, paraphrased information, or direct quotations), include the page number or paragraph number (if online) in your citation.
If you include information from any other outside sources, you must also provide an APA citation and appropriate in-text documentation for that source.
Assessment Research Paper (Due Week 5): CLOs 3, 4, 6; PLOs 1c, 4d, 6a, 6d; EPIC ii & iii Main Elements Required for Assessment Research Paper: • Select an issue/topic you wish to address relating to assessments of the young
child and the issues regarding assessing the early child today from the suggestion box below (or other topic of your choice, with prior approval from instructor). Please note that ELL/ESL will not be accepted as a topic for this course.
• Review three peer-reviewed scholarly journal articles or other sources (not counting our course textbook or other course materials) from Rochester University’s Ham Library, regarding your chosen topic relating to assessment and developmental readiness in learning
• Include a one-page introduction where you introduce the issue and summarize what you will cover in your paper. Include your topic sentence or “hook” to get your reader’s attention in the first sentence and include a transition or lead-in sentence at the end of your introduction telling what the body of your paper will include.
• Write a three-page main section of your paper, providing details regarding your topic, including examples and citations.
• Provide a one-page conclusion, including a summary of your paper, your opinion and viewpoint, and what teachers and families can do to address any issues that need resolution.
• Your paper must be APA formatted. Include citations throughout your paper and a reference list at the end with the header: References. Also include bolded centered headings for your Introduction/Appropriate Main Section Heading(s)/and Conclusion sections.
• Note: Published material is referred to in the past tense. Also, academic writing avoids using contractions (it’s, don’t, I’ll, etc.) except for direct quotes.
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Some Suggested Research Topics Relating to Assessment of Young Children:
Field Observation Reflection Paper and Timesheet (Due Week 8): CLOs 1-4, & 6; PLOs 1c, 2b-c, 3b-d, 4d, 6a-d, 7a-b; EPIC ii & iii
• Students will be required to spend 15 hours of observation time in an early childhood classroom. The student will observe all teaching and experiences in a prearranged classroom setting.
• Students will be required to contact a preschool site and schedule visits for a total of 15 hours of observation time
• Note: You may contact the Rochester Church of Christ preschool as an option for your observations – 248-650-3690; http://rochesterchurchpreschool.com/contact.html . Other available facilities can be found listed in the Field Experience Contact Information document on the Moodle course page.
• You may perform your observations in the facility where you work, and this is encouraged!
• Please arrange your observations with your director if required. You may observe teachers and students in the next room or across the hall. Just try to pick those classrooms you are not as familiar with, if possible.
• Please do not try to observe yourself teaching or try to observe other teachers and students while you yourself are also working. Try to find some time to observe when you are not busy working with students so you may record and focus on the interactions between other students and teachers. If you must observe during the time when you are also clocked-in to work yourself, please get approval from your director for this. Also, even if for just brief periods, please try to spend some time in another room or in your room sitting on the sidelines when you are not working yourself. Fifteen minutes is better than not at all.
• Please perform observations in the two-year-old classrooms and above rather than the infant room.
• Once arranged in week 1, you will spend a total of 15 hours anytime during weeks 2-7 observing in an early childhood classroom and recording hours USING THE CLASSROOM OBSERVATION TIMESHEET at the end of the syllabus. Notes must be taken for each session to provide detail for the Field Observation Reflection Paper due in Week 8.
• A 2-3 page APA formatted Observation Reflection with 1-3 references connecting course content to observations will be submitted into the course drop box upon completion of the 15 hours in a report format by the end of the course in Week 8.
Assessment of young children
Kindergarten readiness Developmental milestones
Learning Styles Social Development Observation Strategies
Learning Difficulties Stages of Development Technology in Assessment
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• Use your personal notes from your Classroom Observations and reflect and summarize what you noticed and what strengths and weaker areas you observed throughout the 15 hours. Provide examples of two to three situations you witnessed. Also include your recommendations regarding what could have been improved and explain what positive observations you witnessed and why they were effective.
• Include the following topics in your Field Experience Reflection (use the following bold centered headers to guide you and organize your sections of your paper):
• A signed scanned copy of the Observation Timesheet with 15 hours noted will be submitted in Week 8 into the Observation Timesheet Assignment forum. This Observation Timesheet is located in the Assignment Guidelines, Rubrics, and Forms forum on the front page of this course and at the end of this syllabus.
• Note About Waiver Application: If you have difficulty providing this or performing any portion of your field experience, please contact your professor before the field experience begins in Week 2 and alternative arrangements could be made. IMPORTANT: WRITING A REFLECTION ON YOUR FIELD EXPERIENCE/OBSERVATION IS A MANDATORY ASSIGNMENT. IF THE REFLECTION IS NOT SUBMITTED, THE PROFESSOR MAY GIVE THE STUDENT A FAILING GRADE OR INCOMPLETE IN THE COURSE.
Topics and Sub-topics
Observation Summary with Examples
Review of Notes
Strengths Observed
Areas Needing Improvement
Connections to Textbook/Materials
Personal Reflection
Recommendations
Closing Thoughts
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COURSE EVALUATION POINT TOTALS
Assessments Due Number Points each
Total Points
Weekly Online Participation Discussions Board Initial posts Bible Int. Reply posts
Weekly 8
15 (8) (1) (3 each)
120
Reading Logs/ Summary Reflection
Weekly 8 15
120
Assessment Research Paper
Week 5 1 100 100
Field Experience Observation Reflection Paper and Timesheet
Week 8
1 80 30
110
Total 18 450
Assessment of the Young Child Weekly Overview
Wk Topic Weekly Assignments
Weekly Reading
Specific Learning Outcomes
1 Overview of Assessments
An Overview of Assessment in Early Childhood/ How Infants and Young Children Have and are being Assessed
1. Post a little about yourself in the Icebreaker forum in the Discussion Board (DB1) 2. Discussion Board (DB2) 3. Reading Log Summary and Reflection 4.Make arrangements for Field Experience/ Observation
Chapter 1 and 2
Understand the Purposes of Assessment in Infancy and Early Childhood
Explore the History of Tests and Measurements in Early Childhood
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2 Communicating with Families
1. Discussion Board 2. Reading Log Summary and Reflection 3. Begin Field Experience/ Observation
Chapter 3 Strategies for establishing and maintaining family- professional partnerships that benefit children
Examine how to conduct effective parent conferences
3 How Standardized Tests Are Used, Designed, and Selected
Using and Reporting Standardized Test Results
1. Discussion Board 2. Reading Log Summary and Reflection 3. Continue Field Experience/ Observation
Chapters 4 and 5
Examine how Standardized Tests Are Used, Designed, and selected for Infants and Young Children
Understand the uses of Norm-Referenced and Criterion-Referenced Tests
4 Classroom Assessment and Documentation
Observation
1. Discussion Board 2. Reading Log Summary and Reflection 3. Continue Field/ Experience/ Observation
Chapters 6 and 7
Unpack classroom assessment and Documentation strategies
Review the purposes of observation to help teachers understand children’s behavior
5 Checklists, Rating Scales, and Rubrics
1. Discussion Board 2. Reading Log Summary and Reflection 3. Continue Field Experience/ Observation 4. Submit Assessment Research Paper
Chapter 8 Evaluate Children’s Development Evaluate learning progress using checklists, rating scales, and rubrics
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OUTCOMES/GOALS MET THROUGH THIS COURSE: ECS 3323 The content of this course is consistent with the following Course Learning Outcomes (CLOs), the Program Learning Outcomes (PLOs), and the applicable Rochester University EPIC Learning Goals.
Course Learning Outcomes (CLOs)
1. Students collect anecdotes by observing children in their natural environments. They then take their observations and connect them to child development through assessment measures (e.g., Child Observation Record). Finally, they conduct a more in-depth analysis of specific anecdotes and connect the anecdote to the theory and to the significance of the observation to the child’s development.
6 Teacher-Designed Assessment Strategies
1. Discussion Board 2. Reading Log Summary and Reflection 4.Continue Field Experience/ Observation
Chapter 9 Understand purpose of Teacher-Designed Assessments and Tests
7 Performance- Based Assessment Strategies
1. Discussion Board 2. Reading Log Summary and Reflection 3. Complete field experience Observation and begin paper
Chapter 10 Learn to develop quality teacher- designed assessments
Understand the Need for Alternative Assessment and Reporting Systems
8 Portfolio Assessment
1. Discussion Board 2. Reading Log Summary and Reflection 3. Submit Field Experience/ Observation Reflection Paper plus Observation Timesheet
Chapter 11 Analyze how to create Portfolio Assessments
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2. Students learn to utilize assessment to plan and individualize programming that meet the needs of children and ensure growth in all developmental domains. Students also learn to discuss children’s growth and development patterns to families in a clear, supportive manner.
3. Provides an examination, use and interpretation of a variety of informal measures used to assess the physical, emotional, social, and intellectual development and growth of a young child.
4. This course emphasizes developmentally appropriate assessment instruments and alternative assessment procedures.
5. This course addresses the importance of involving families in assessing the child’s needs, setting individual goals, and updating the child’s progress in an ongoing manner. Students also learn to identify and discuss possible consideration and/or barriers for involving families in the assessment process.
6. Provides an examination, use and interpretation of a variety of formal and informal measures used to assess the physical, emotional, social, and intellectual development and growth of a young child for instructional decision making.
Program Learning Outcomes (PLOs); Guided by NAEYC Standards for Early Childhood Professional Preparation
Outcome: Standard 1. Promoting Child Development and Learning
1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
Outcome: Standard 2. Building Family and Community Relationships
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in young children’s development and learning
Outcome: Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
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3a: Understanding the goals, benefits, and uses of assessment—including its use in development of appropriate goals, curriculum, and teaching strategies for young children
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment, and data collection
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities
3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments
Outcome: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families
4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on own practice to promote positive outcomes for each child
Outcome: Standard 5. Using Content Knowledge to Build Meaningful Curriculum
5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child
Outcome: Standard 6. Becoming a Professional
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
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6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for young children and the early childhood profession
Outcome: Standard 7. Early Childhood Field Experiences
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth-age 3, 3-5, 5-8)
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs
Rochester University’s EPIC Learning Goals
ii) Preparing: Students will acquire knowledge and develop skills to serve in their neighborhoods, organizations, and businesses.
iii) Integrating: Students will connect and apply knowledge and skills to their personal and professional lives.
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Classroom Observation Time Sheet COURSE: ECS3323 Name _____________________________ School ____________________________ Principal/Director (PRINT) ________________________ Phone________________
I affirm that the above information is accurate and indicates the amount of time spent in this classroom observation experience.
_______________________________________________ ___________________ Student’s Signature Date
_______________________________________________ __________________
DATE CHECK-IN CHECK-OUT ACTIVITY(IES) OBSERVED
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Supervising Director’s Signature Date