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Graduate Course Proposal Form Submission Detail - EEC6204
Tracking Number - 2101
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Current Status:
Approved, Permanent Archive - 2007-03-14
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Detail Information
- Date & Time Submitted: 2007-02-23
- Department: Childhood Education
- College: ED
- Budget Account Number: 1721
- Contact Person: Dr. Suzanne Quinn
- Phone: 41028
- Email: squinn@tempest.coedu.usf.edu
- Prefix: EEC
- Number: 6204
- Full Title: E C: Curriculum and Authentic Assessment
- 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): EC: Curric & Authentic Inst.
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: None
- Corequisites: None
- Course Description: This course focuses issues, strategies and research associated with curriculum and authentic assessment. This course is open to graduate non-majors and is repeatable for three hours credit.
- Please briefly explain why it is necessary and/or desirable to add this course: Teachers of young children require the skills to advocate for the unique needs of children and families in the broader social and political context. This course will address both the creation of developmentally-appropriate curriculum and the need for purp
- 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 part of the required sequence for the EC masters program. In an era of increasing policy attention to EC (e.g., State of Florida voluntary PreK initiatives, and teaching shortages in the primary grades) the focus of this course on curriculum and instruction is a critical strand in the program. It may also serve graduate students in child-family studies, child psychology, and other related educational fields.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, as a 6931 offering approximately three times.
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) The instructor must have an earned doctorate in early childhood education or a related field
- Objectives: 1. an understanding of the historical perspectives of and interdependence among theories of development and assessment. (CF 4, NAEYC 5c)
2. an understanding of purposes of screening, testing, and diagnosis. (CF 6, NAEYC 3a,)
3. an understanding of the principles of authentic assessment. (CF 6, NAEYC 3b)
4. an understanding of the implications of cultural and human diversity in authentic assessment.(CF6, NAEYC 3c,)
5. an understanding of the reciprocal relationship between curriculum and assessment (NAEYC 3c)
6. an ability to develop and assess appropriate learning experiences in the content areas based on children’s developmental needs and state and national goals. (CF 6, NAEYC 4c,)
7. an ability to develop a comprehensive curriculum and authentic assessment plan for an early childhood classroom.
8. an ability to promote child-initiated self-assessment. (CF 6, NAEYC 3b,)
9. an understanding of principles and strategies for engaging the child’s family in assessment processes. (CF 6, NAEYC 3d)
10. an ability to interpret and articulate principles, strategies and purpose for authentic assessment. (CF, 6, NAEYC 3a)
- Learning Outcomes: 1. analyze the impact of the historical perspectives of and interdependence among theories of development and assessment – Class discussions, collaborative group projects, exams, papers
2. identify the purposes of screening, testing, and diagnosis - Class discussions, collaborative group projects, exams, papers, article critiques
3. summarize the principles of authentic assessment - Class discussions, collaborative group projects, exams, papers, article critiques
4. synthesize the implications of cultural and human diversity in authentic assessment - Class discussions, collaborative group projects, exams, papers, article critiques
5. examine the reciprocal relationship between curriculum and assessment – Class discussions, collaborative group projects, exams, papers, article critiques, curriculum assessment
6. design appropriate assessment experiences in the content areas based on children’s developmental needs and state and national goals - Class discussions, collaborative group projects, exams, papers, article critiques, curriculum assessment
7. create a comprehensive authentic assessment plan for an early childhood classroom – assessment system plan, child portfolio
8. identify strategies that support child-initiated self-assessment – assessment system plan, child portfolio
9. identify principles and strategies for engaging the child’s family in assessment processes - Class discussions, collaborative group projects, exams, papers, article critiques, assessment system plan, child portfolio
10. articulate principles, strategies and purpose for authentic assessment - Class discussions, collaborative group projects, exams, papers, article critiques, assessment system plan, child portfolio
- Major Topics: Historical Perspectives on assessment in early childhood education
Evolution of measurement in early childhood education
Child Study Movement
Quantifying intelligence, readiness, achievement, and aptitude
Focusing on the early years of development
New era of assessment of young children
Purposes of Assessment
Screening Diagnosis
Program planning
Competence assessment
Current performance
Performance monitoring
Environmental (leaning) assessment
Program evaluation
Framework for authentic assessment of young children
Basic assumptions underlying authentic curriculums and assessment as they relate to Early childhood education, teaching, learning, knowledge, and assessment
Defining authentic assessment
Need for authentic assessment for young children
Elements involved in beginning authentic assessment
Implementing authentic assessment
Understanding child development
Principles of children’s development and learning
Learning styles and frames of mind
Relationship between learning and the authentic assessment process
Ethical responsibilities of teachers
Knowledge of culture and human diversity
Understanding authentic assessment of young children with varying cultural backgrounds
Problems inherent in traditional assessment approaches with children from different cultural backgrounds
Appropriate teaching and assessment practices that acknowledge the strengths of children from varying cultures
Strategies for increasing teachers’ knowledge base about cultural orientation
Redefining relationships between teachers, children, and families
Redefining relationships between schools and communities
Implementing culturally responsive pedagogy
Knowledge of subject matter content in the curriculum
Forces that determine subject matter content in curriculum
Education goals for young children that promote competence for the future
Alignment of learning goals, appropriate curriculum content, and authentic assessment
Relating curriculum content and processes for teaching and assessing to categories of knowing (knowledge, skills, dispositions, and feelings)
Relating subject matter to standards and assessment practices
Assessment in the subject matter areas
Trends in curriculum and assessment
Authentic Assessment strategies
Developing a plan for assessment
Developmental domains to be assessed
Formal and Informal strategies for assessing student outcomes
Understandings related to standardized testing
Authentic methods of assessing young children
Student products and processes that provide authentic assessment information
Promoting self assessment
Setting the stage for collaboration
Role of the teacher in collaborating with children
Facilitating learning and assessment through scaffolding
Group work and problem solving
Child-initiated activities
Framework for teacher-child collaborations
Student self-evaluations
Student portfolios
Engaging students in goal setting
Collaborating with families to promote authentic assessment processes
Factors influencing family involvement with schools
Strategies for initial involvement of families in authentic assessment processes
Strategies for informing and engaging families in ongoing assessment
Collaborative parent conferences
Advocating for authentic assessment
Need for advocacy
Helping others understand authentic curriculum and assessment
Promoting authentic curriculum and assessment
- Textbooks: McAfee, O., & Leong, D.J., (2002). Assessing and guiding young children’s development and
learning. Boston, MA: Allyn and Bacon.
Mindes, G. (2003). Assessing young children. Upper Saddle River, NJ:Merrill Prentice Hall.
Wortham, S.C. (2001). Assessment in Early Childhood Education. (3rd. ed.). Upper Saddle
River, NJ:Merrill Prentice Hall.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.