KERN COMMUNITY COLLEGE DISTRICT – CERRO COSO COLLEGE

CHDV C200 COURSE OUTLINE OF RECORD

1. DISCIPLINE AND COURSE NUMBER:

   CHDV C200

2. COURSE TITLE:

   Observation and Assessment

3. C-ID:

4. CATALOG COURSE DESCRIPTION:

   This course focuses on the appropriate use of assessment and observation strategies to document growth and development, develop plans, and learn how to join with families and professionals in promoting children's success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. Students are required to observe children in a group setting.

5. GRADING METHOD

   Default:

   S = Standard Letter Grade

   Optional:

   P = Pass/No Pass

6. TOTAL UNITS:

   3

7. INSTRUCTIONAL METHODS / UNITS & HOURS:

   Method

   Min Units

   Min Hours

   Lecture

   3

   54

   Lab

   0

   0

   Activity

   0

   0

   Open Entry/Open Exit

   0

   0

   Volunteer Work Experience

   0

   0

   Paid Work Experience

   0

   0

   Non Standard

   0

   0

   Non-Standard Hours Justification:

8. REPEATABILITY

   Type:

   Non-Repeatable Credit

9. MATERIALS FEE:

   No

10. CREDIT BY EXAM:

    No

11. CORE MISSION APPLICABILITY:

    Associate Degree Applicable (AA/AS);Certificate of Achievement (COA);CSU Transfer;Career Technical Education (CTE)

12. STAND-ALONE:

    No

13. PROGRAM APPLICABILITY

    Required:

    CHDV Child Development AA (AA Degree Program)
    CHDV Child Development Cert (Certificate)
    Child Development (AA Degree Program)
    

    Elective:

    CHDV Child Development Associate Teacher (Certificate of Achievement)
    CHDV Child Development Teacher (Certificate of Achievement)
    CHDV Child Development Teacher Cert (Certificate)
    CHDV Master Teacher (Certificate of Achievement)
    CHDV Master Teacher Permit (Certificate)
    CHDV Site Supervisor Permit (Certificate)
    Child Development Site Supervisor (Certificate of Achievement)
    

14. GENERAL EDUCATION APPLICABILITY

    Local:

    IGETC:

    CSU:

    UC Transfer Course:

    CSU Transfer Course:

15. STUDENT LEARNING OUTCOMES Upon completion of the course, the student will be able to

    1. Critically compare the purpose, value and use of formal and informal observation and assessment strategies and ethical implications within cultural and social contexts in early childhood settings.
    2. Describe and evaluate the characteristics, strengths and limitations of common assessment tolls with all children’s developmental, cultural and linguistic characteristics.
    3. Demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of children’s learning and development.
    4. Assess the value of partnerships with families and other professionals in utilizing interpretations of observational data to inform teaching responses and strategies.
    5. Embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children.
    6. Critically compare the purpose, value and use of formal and informal observation and assessment strategies and ethical implications within cultural and social contexts in early childhood settings.

16. REQUISITES

    Advisory:

    
    CHDV C102
    and
    CHDV C104
    and
    CHDV C125
    and
    CHDV C105
    or
    CHDV C106
    or
    CHDV C107
    and
    CHDV C145
    or
    CHDV C149
    

17. DETAILED TOPICAL OUTLINE:

    Lecture:

    Objectives

    1. Demonstrate knowledge of the legal and ethical responsibilities, including confidentiality relate to assessment in early childhood settings.
    2. Identify and evaluate logistical challenges, biases and preconceptions about assessing children.
    3. Compare and analyze position statements of key groups including the National Association for Bilingual Education (NABE) and the National Association for the Education of Young Children (NAEYC) regarding assessment and documentation.
    4. Consider the effect of social context, child’s state of health and well-being, primary language, ability and environment on assessment processes.
    5. Identify and apply basic quantitative and qualitative observation and recording techniques.
    6. Compare and analyze historic and currently recognized current State and widely-used assessment tools and processes.
    7. Articulate the value of involving families and other professionals in the observation and assessment process for all children.
    8. Use observation tools to identify patterns, trends and anomalies in individuals and groups of children (e.g., DRDP-R, Ages and Stages)
    9. Use of observation tools to identify quality in play-based environment, curriculum and care routines (e.g., ECERS-R, ELLCO)
    10. Illustrate the use of observation and assessment to implement curriculum and environmental changes in support of both group and individual needs.
    11. Demonstrate and apply knowledge of developmental domains when dealing with difference, delays and disorders.
    12. Demonstrate knowledge of the role that observation and assessment play in intervention.
    13. Demonstrate and apply knowledge of developmental domains to interpretations of observations.

    Topical Outline

    I. Assessment in Early Childhood

    1. Classroom-Based and Authentic
    2. As a Work in Progress
    3. As a Process
    4. As a Professional Activity

    II. Legal, Ethical, and Professional Responsibilities

    1. Basic Rights, Laws, and Court Rulings
    2. Individual Differences
    3. Social and Cultural Differences
    4. Fair and Impartial
    5. Use Assessment Results in Appropriate Ways

    III. Assessment Decisions

    1. Why Assess?
    2. What to Assess?
    3. When to Assess?

    IV. Collecting Information

    1. Sources of Information
    2. Methods
    3. Contexts of Assessment
    4. Choosing the Appropriate Assessment Window

    V. Recording Information

    1. Recording Procedures
    2. Selecting a Recording Procedure

    VI. Desired Results

    1. Definition
    2. Six Basic Components
    3. The Measurement Tool

    VII. Compiling and Summarizing Information

    1. Portfolios
    2. Group and Individual Profiles

    VIII. Interpreting Assessment Information

    1. Ensure Authenticity and Trustworthiness of Data
    2. Interpret and Understand the Meaning of Assessment Findings

    IX. Using Assessment Information

    1. Planning Strategies
    2. Individual and Group Strategies
    3. Guiding Instruction

    X. Organizing for Assessment

    1. Integrating Assessment and Teaching
    2. Developing a Plan
    3. Organizing Files and Forms

    XI.  Standardized Tests

    1. Standardized Procedures vs. Standardized Test
    2. Definition of Standardized Tests
    3. Limitations and Inadequacies
    4. Types
    5. In Early Childhood Classrooms Today
    6. The Teacher’s Role

    XII. Communicating and Collaborating

    1. With Children
    2. With Families
    3. With Other Professionals
    4. Professional and Personal Development and Learning        

18. METHODS OF INSTRUCTION--Course instructional methods may include but are not limited to

    1. Case Study;
    2. Demonstration;
    3. Discussion;
    4. Field trip;
    5. Group Work;
    6. Guest Lecturers;
    7. In-class writing;
    8. Informational Interviews;
    9. Job Shadowing;
    10. Lecture;
    11. Outside reading;
    12. Peer analysis, critique & feedback;
    13. Peer-to-peer instruction;
    14. Presentations (by students);
    15. Problem Solving;
    16. Written work;

19. OUT OF CLASS ASSIGNMENTS: Out of class assignments may include but are not limited to

    • Reading assignments, handouts and text readings that expand and enhance lecture topics. • Writing assignments that relate observations in child development to current theory. For example: the role of assessment in curriculum planning • Text reflections. For example: reflect on your experiences observing children for evaluative purposes. • Observation of children in a group setting. For example: plan, execute, and interpret an assessment of young children between the ages of 3 and 5 years old. • Exams related to course subject matter • Textbook readings

20. METHODS OF EVALUATION: Assessment of student performance may include but is not limited to

    • Research paper related to course subject matter. For example: compare and contrast the Project Approach with Reggio Emilia’s approach to curriculum development.
    • Hands-on projects. For example: develop and implement developmentally appropriate activities that address at least 3 different domains with a group of young children.
    • Exams related to course subject matter.
    

21. TEXTS, READINGS, AND MATERIALS: Instructional materials may include but are not limited to

    Textbooks

    McAfee, O. & Leong, D.J.. (2010) Assessing and guiding young children's development and learning, 5th, Prentice Hall
    

    Manuals

    Periodicals

    Software

    Other