91福利社

Observation and Assessment — ECYD 1335

1. Course Description
   • Credits: 3.00
   • Lecture Hours/Week: 3.00
   • Lab Hours/Week: 0.00
   • OJT Hours/Week: 0
   • Prerequisites:
     • ECYD 1215: Child Growth and Development
   • Corequisites: None
   • MnTC Goals: None
   This course focuses on the appropriate use of authentic observation and assessment strategies to document children's development, growth, play and learning, to plan and individualize curriculum and teaching practices, and to join with families and professionals in promoting children's success. Students will explore recording strategies, rating systems, multiple assessment tools, and portfolios. Focus is placed on increasing objectivity in observing and interpreting children's behavior, using assessment ethically, observing developmental characteristics, and increasing the awareness of patterns of children's behavior. Prerequisite: ECYD1215 Students participating in this course should expect to devote at least 15 hours per semester of out-of-class time to observation in a community-based early childhood setting. NOTE: This course requires a MN DHS criminal background study including fingerprints.
2. Course Effective Dates: 8/2/19 – Present
3. Outline of Major Content Areas
   As noted on course syllabus
4. Learning Outcomes
   1. Identify ethical considerations in authentic observation and assessment.
   2. Describe the way development influences learning and instructional decisions.
   3. Utilize a variety of observation and assessment tools to objectively observe the development of children.
   4. Interpret observation documentation to identify children?s level of development.
   5. Identify individual variation within and across developmental domains
   6. Engage children in age-appropriate self-assessment for the purpose of instructional planning.
   7. Use observation and assessment data to plan appropriate programs, environments, and interactions.
   8. Use classroom observation, information about students and families, and research as sources for evaluating the outcomes of teaching and learning.
   9. Reflect on observation and assessment results to revise teaching practices.
   10. Use formative and summative program evaluation instruments to enhance and maintain comprehensive program quality for children, families, and the community.
5. Minnesota Transfer Curriculum Goal Area(s) and Competencies
   
6. Learner Outcomes Assessment
   As noted on course syllabus
7. Special Information
   None noted