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Graduate Course Proposal Form Submission Detail - EEC7613
Tracking Number - 1664
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Current Status:
Approved, Permanent Archive - 2007-11-08
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Detail Information
- Date & Time Submitted: 2007-03-27
- Department: Childhood Education
- College: ED
- Budget Account Number: 1721
- Contact Person: Suzanne Quinn
- Phone: 41028
- Email: squinn@tempest.coedu.usf.edu
- Prefix: EEC
- Number: 7613
- Full Title: Assessment in Early Childhood Education
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Assessment in ECE
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites: none
- Course Description: Focuses on the goals, benefits & uses of assessment for young children & their teachers. It explores evaluation and accreditation of programs serving young children & EC teacher educators. Open to all adv. grad stud & may not be repeated for credit.
- Please briefly explain why it is necessary and/or desirable to add this course: National Council for Accreditation of Teacher Education (NCATE) Standards as developed by National Association for the Education of Young Children (NAEYC) for the accreditation of early childhood education advanced graduate programs recommends coursework
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is required for those students taking the curriculum and instruction PhD with an early childhood education specialization. It is also available to other curriculum and instruction advanced graduate students seeking a cognate in early childhood education.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes the course has been offered on the 7931 temporary course number.
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Course instructors must have an earned doctorate in early childhood education, or a related field.
- Objectives: a. An understanding of the relationship between curriculum and assessment in early childhood education. CF 6; NAEYC 3c;
b. An understanding of the goals, benefits, and uses of assessment and evaluation in early childhood education. CF 6; NAEYC 3a;
c. An ability to use researcher/evaluation skills to observe, document, and critique assessment tools and approaches. CF 6; NAEYC 3b;
d. An understanding of ethical issues surrounding responsible assessment and evaluation, and the reporting of assessment data in research. CF 6; NAEYC 3c;
e. An understanding of the implications of cultural and human diversity in authentic assessment. CF 6; NAEYC 3d;
f. An understanding of principles and strategies for engaging the child’s family in the assessment process. CF 6; NAEYC 3d;
g. An understanding of early childhood program evaluation and accreditation through bodies such as the National Association for the Education of Young Children, National Association of Early Childhood Teacher Educators, and Association of Childhood Education International. CF 6; NAEYC 3d
*CF denotes the COE Conceptual Framework and NAEYC denotes the National Association for the Education of Young Children Professional Standards
- Learning Outcomes: Student Outcomes:
d. Analyze seminal research addressing the relationship between curriculum and assessment - class discussion, and article critiques.
e. Summarize appropriate goals, benefits, and uses of assessment and evaluation – class discussion, student presentations, papers, and article critiques.
f. Apply observation, documentation, and other appropriate assessment tools and approaches – action research papers
g. Discuss and compare ethical issues surrounding responsible assessment and evaluation, and the reporting of data in research - class discussion, papers, and article critiques.
h. Analyze the implications of cultural and human diversity in authentic assessment - class discussion, student presentations, papers, and article critiques.
i. Identify principles and strategies for engaging the child’s family in the assessment process - class discussion, student presentations, papers, and article critiques.
j. Synthesize the learned organization literature to discuss early childhood program evaluation and accreditation through bodies such as the National Association for the Education of Young Children, National Association of Early Childhood Teacher Educators, and Association of Childhood Education International.- class discussion, student presentations, papers, and article critiques.
- Major Topics: A. Curriculum & Assessment Connection
1. National Content Area Standards
2. Florida Sunshine State Standards
3. Florida Readiness Performance Standards
4. Assessing What We Teach
B. Assessment of Young Children
1. Ethics of Assessment and research evaluation
2. NAEYC Code Of Ethical Conduct
3. NAEYC Guidelines for Assessment and Evaluation
C. Standardized Testing
1. Types of Instruments
2. Validity of Standardized Tests
3. Reliability of Standardized Tests
4. Use and Misuse of Standardized Tests
D. Authentic Assessment
1. Observations/Interviews
2. Portfolios
3. Performance Tasks
4. Validity of Authentic Assessments
5. Reliability of Authentic Assessments
6. Reliability of Authentic Assessments
7. Rubrics
E. Assessment Issues Affecting Young Children
1. Impact of Standards
2. Stress
3. Retention
4. Red Shirting
F. Assessment of Educators
1. Standardized Measurements for Entry into the Profession
2. Effectiveness/Developmentally Appropriate Practices
3. Accountability
4. National Board Certification
G. Program Evaluation
a. Accreditation of Early Childhood Programs
1. National Academy of Early Childhood Programs
2. National Accredited Professional Preschool Learning Environment National Accredited Professional Preschool Learning Environment
b. Program Effectiveness
c. Accreditation of Teacher Education Programs
1. National Council for Accreditation of Teacher Education
2. Learned Societies - National Association for the Education of Young Children, National Association of Early Childhood Teacher Educators, and Association of Childhood Education International
- Textbooks: Capone, A., Oren, T., & Neisworth, J.T. (2004). ChildMate, a guide to appraising quality childcare. Albany, NY: Delmar Learning.
Harms, T., Clifford, R.M., & Cryer, D. (1998). Early Childhood Environmental Rating Scale. Revised. Carrboro, NC: Frank Porter Graham Child Development Institute.
Project Zero & Reggio Emilia (2003). Making learning visible: Children and individual and group learners. Washington, D.C.: National Association for the Education of Young Children.
Slavin, R.E., (2003). A reader’s guide to scientifically based research. Educational Leadership60(5).12-16.
Amrein
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
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- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.