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Graduate Course Proposal Form Submission Detail - EEC6204

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Current Status: Approved, Permanent Archive - 2007-03-14
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2101 2007-02-23
     
    Department College Budget Account Number
    Childhood Education ED 1721
     
    Contact Person Phone Email
    Dr. Suzanne Quinn 41028 squinn@tempest.coedu.usf.edu

  2. Course Information

    Prefix Number Full Title
    EEC 6204 E C: Curriculum and Authentic Assessment

    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

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    EC: Curric & Authentic Inst.
     
    Course Online? Percentage Online
    -

    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.


  3. Justification

    A. 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

    B. 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.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, as a 6931 offering approximately three times.

    D. 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


  4. Other Course Information

    A. 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)

    B. 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

    C. 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

    D. 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.

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    G. Assignments, Exams and Tests

    H. Attendance Policy

    I. Policy on Make-up Work

    J. Program This Course Supports


  5. Course Concurrence Information



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