Course Number: ECE 901 Course Title : Observation and

Course Number and Title: ECE 901 Observation and Assessment of Young Children Instructor: Carol Gossett, MA Date of Revision 4/20/16

To register for courses go to http://ce.fresno.edu/cpd and log in

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Independent Study Online Course Syllabus

X Online Distance Learning

Instructor: Carol Gossett Phone number: 559-355-8988 Email: [email protected] Other Contact Information:

Units: 3 Grade Level: Preschool, Transitional Kindergarten & Kindergarten

Course Description The purposes of doing assessment include: (1) making sound decisions about teaching and learning, (2) identifying significant concerns that may require focused intervention for individual students, and (3) helping programs improve their educational and developmental interventions. Explore, experience, and apply assessment strategies using observation tools and systems in the early childhood classroom. Explore tools and specific activities that apply the principles of state and national documents directly to classroom practice in child-centered and engaging methods. All course materials are provided through the online course website.

Required texts and course materials Students will have direct access to required texts within the course Moodle site. Students may utilize their state specific curriculum standards in completing assignments. Links to multiple online videos and articles which present additional information about Preschool, Transitional Kindergarten, and Kindergarten are provided throughout the course Moodle website.

Course Dates: This course is the second of two foundational courses, in a series of Professional Development courses which address content in the area of Early Childhood Education. Courses are offered on a continuous enrollment schedule. Students may enroll any day and time and have up to one year, and no less than three weeks (one week per credit), to complete the course.

Center for Professional Development 1717 S. Chestnut Ave.

Fresno, CA 93702-4709 http://ce.fresno.edu

Course Number: ECE 901 Course Title : Observation and Assessment of Young Children

http://ce.fresno.edu/cpd



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Student Learning Objectives (SLOs)

Student Learning Outcomes in this course Standards Addressed *

CE program SLOs

1. Student will be able to demonstrate proficient writtencommunication through the articulation of a clear focus,through a synthesis of various assigned readings in which theyare asked to inform and persuade others in the field of EarlyChildhood education.

NCATE - 6 CE-1

2. Student will be able to demonstrate comprehension of andthe ability to apply the content of the various observation andassessment systems presented throughout the course into aprofessional classroom setting.

NCATE – 5 CA Dept. of Ed Guiding Documents

CE-2

3. Student will be able to reflect on their personal andprofessional growth and will provide evidence of how thisreflection is applied to manage their professional improvement.

NCATE - 6 CE-3

4. Student will be able to demonstrate and apply criticalthinking competencies through the generation of probingquestions, through the articulation of their recognition ofunderlying assumptions within the observation and assessmentsystems, and through their interpretations and evaluations ofrelevant information studied throughout the course. In addition,students will provide evidence of their ability to apply theirunderstandings to the classroom.

NCATE – 5 & 6 CA Dept. of Ed Guiding Documents

CE-4

5. Student will be able to reflect on values that reflect highstandards of professional and ethical behavior as set forth in thevarious guiding documents reviewed throughout the course.

NCATE - 6 CE-5

6. Student will be able to identify information and resourcesneeded in order to fully understand the various observation andassessment systems in the career field of Early ChildhoodEducation.

NCATE – 1, 4, 5, 6, & 7 CA Dept. of Ed Guiding Documents

CE-6

Standards Addressed in This Course: • Common Core State Standards - http://corestandards.org• CA Preschool Learning Foundations Volume 1

http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf• CA Preschool Frameworks Volume 1

http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf• Standards for Advanced Early Childhood Professional Preparation (NAEYC)

http://www.naeyc.org/files/naeyc/file/positions/ProfPrepStandards09.pdf


http://corestandards.org/

http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf

http://www.cde.ca.gov/sp/cd/re/documents/psframeworkkvol1.pdf

http://www.naeyc.org/files/naeyc/file/positions/ProfPrepStandards09.pdf



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• California Early Childhood Educator Competencies http://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf

• NCATE NATIONAL STANDARDS FOR ADVANCED GRADUATE DEGREES

NCATE NATIONAL STANDARDS FOR ADVANCED GRADUATE DEGREES http://www.naeyc.org/ncate/files/ncate/NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING

KEY ELEMENTS STANDARD 1

Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.

1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8. 1b: Knowing and understanding the multiple influences on early development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES


Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children. 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. 3d: Demonstrating ability to collaborate


http://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf



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effectively to build assessment partnerships with families and with professional colleagues to build effective learning environments.

STANDARD 6. GROWING AS A PROFESSIONAL


Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies..

6a: Demonstrating professional identification with and leadership skills in the early childhood field to think strategically, build consensus, create change, effectively collaborate with and mentor others, and have a positive influence on outcomes for children, families and the profession. 6b: In-depth understanding and thoughtful application of NAEYC Code of Ethical Conduct and other professional guidelines relevant to their professional role 6c: Using professional resources, inquiry skills and research methods to engage in continuous, collaborative learning and investigation relevant to practice and professional role. 6d: Integrating knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research 6e: Engaging in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies. 6f: Demonstrating a high level of oral, written and technological communication skills with specialization for specific professional role(s) emphasized in the program.




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Topics, Assignments and Activities Topic 1 – An Introduction to Assessment through Observation: Rationale and Resources Topic 1 Goals and Objectives Students will: • Demonstrate key points gleaned from the required readings and video viewing, highlighting the rationale, organization, and relevance of these documents to their teaching assignment.

Assignment 1. Reading Assignment Assignment 1.1 Online Video Reviews Assignment 1.2 Written Assignment –Assessment through Observation Assignment 1.3 Forum Assignment – Professional Experiences Assignment 1.4 Journal Reflection

Topic 2 – What do the Preschool Foundations and Frameworks, and the Transitional Kindergarten Implementation Guide Say About Observation and Assessment? Goals and Objectives Students will: • Demonstrate key points gleaned from the required readings and video viewing. • Discuss new learnings on the topic of Formative Assessment practices in their teaching assignment.

Assignment 2.0 Reading Assignment Assignment 2.1 Written Assignment – Synthesis and Application Assignment 2.2 Forum Assignment Assignment 2.3 Journal Reflection

Topic 3 – Exploration and Application of DRDP 2015 Topic 3 Goals and Objectives Students will • explore the value of using the DRDP-K (2015) • be able to navigate the DRDP-K (2015) assessment instrument • become familiar with DRDP-K (2015) terms, acronyms, and definitions

Assignment 3.0 Reading Assignment Assignment 3.1 Online Resources – DRDP Modules -Certificate of the Desired Results Developmental Profile—Assignment 3.2 Written Assignment: Application of the DRDP Assignment 3.3 Journal Reflection –

-Topic 4 – Introduction to Assessment Scoring Systems Topic 4 Goals and Objectives

Assignment 4.0 Research and Reading Assignment CLASS, CSEFEL, ECERS, ITERS, ASQ-Ages and Stages, etc. Assignment 4.1 Written Assignment –a




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Students will • explore a variety of Assessment Scoring Systems that are widely used for assessing young learners. • describe the elements and theory behind the systems reviewed.

Rationale as to why these systems are beneficial for use in a classroom. Assignment 4.2 Forum Assignment – Scoring Systems Assignment 4.3 Journal Reflection

Topic 5 - Identifying and Explaining the Pedagogy and Theory Behind Assessment through Observation Topic 5 Goals and Objectives Students will

• identify and define the pedagogy and theory behind assessment through observation as described by Guiding Documents used in Early Childhood Education

• discuss the implications for the use of an Assessment Scoring System through Observation in their classroom.

Assignment 5.0 Reading Assignment Assignment 5.1 Online Video Reviews Assignment 5.2 Written Assignment –Pedagogy and Theory Assignment 5.3 Journal Reflection –

Topic 6 - Applying the Observation and Assessment Guiding Documents in the Classroom Topic 6 Goals and Objectives Students will

• use and apply the DRDP-2015 while observing students in a classroom.

• demonstrate an understanding of the use and application of observation assessment scoring systems through a PowerPoint presentation.

Assignment 6.0 Reading Assignment Assignment 6.1 Online Video Review. Assignment 6.2 Written Assignment: Application of Scoring Systems Assignment 6.3 Project Assignment – Application of DRDP Assignment 6.4 Journal Reflection –

Additional Texts and/or other Online Resources –




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Relevant online resources that support course content and encourage further investigation. Jablon, J.R, Dombro, A. L., & Dichtelmiller, M. (2007) The power of observation: Birth to age

8 (2nd ed.). Teaching Strategies, Incorporated. National Association of the Education of Young Children (NAEYC). ISBN: 9781933021522

Dichtelmiller, M. (2012) The power of assessment: Transforming teaching and learning. National Association of the Education of Young Children (NAEYC). ISBN:978-1-606173-92-3

CLASS http://info.teachstone.com/effective-interactions-video About Environment Rating Scales http://ers.fpg.unc.edu/about-environment-rating-scales Introduction to School Age Environment Rating Scales http://www.isbe.net/earlychi/pdf/ecers_presentation.pdf Desired Results Developmental Profile – School Readiness (DRDP-SR) (2012). California

Department of Education, Child Development Division DRDP forms http://www.desiredresults.us/form_drdp.htm ECE Competencies: Observation, Screening, Assessment, and Documentation

https://www.youtube.com/watch?v=CCRRcSxvg_0 (ECERS-R) Early Childhood Environment Rating Scales http://ers.fpg.unc.edu/early-childhood-

environment-rating-scale-ecers-r or http://ers.fpg.unc.edu/ Implementation Guide video Chapter 6 https://www.youtube.com/watch?v=B73fPXrK9xM

Several additional online videos will be linked on the course Moodle site.

Technology Requirements In order to successfully complete the course requirements, course participants will need Internet access, be able to send and receive email, know how to manage simple files in a word processing program, and have a basic understanding of the Internet.

In order to participate in AdobeConnect live sessions, participants will need either a built-in microphone or an external microphone that can be connected to a computer or tablet. In addition, headphones must be worn during AdobeConnect sessions. (these live and recorded sessions are optional)

Moodle: This course will be delivered totally online. Moodle is a learning management system that provides students access to online resources, documents, graded assignments, quizzes, discussion forums, etc. with an easy to learn and use interface. To learn more about moodle go to: (http://docs.moodle.org/en/Student_tutorials). There are some student tutorials on the Center for Online Learning website at Fresno Pacific University – http://col.fresno.edu/student.

Moodle Site Login and passwords – (or other online course access information) Students will need to have internet access to log onto http://ce-connect.fresno.edu. The username and password numbers for moodle access will be sent to you by the university


http://info.teachstone.com/effective-interactions-video

http://ers.fpg.unc.edu/about-environment-rating-scales

http://www.isbe.net/earlychi/pdf/ecers_presentation.pdf

http://www.desiredresults.us/form_drdp.htm

https://www.youtube.com/watch?v=CCRRcSxvg_0

http://ers.fpg.unc.edu/early-childhood-environment-rating-scale-ecers-r

http://ers.fpg.unc.edu/early-childhood-environment-rating-scale-ecers-r

http://ers.fpg.unc.edu/

https://www.youtube.com/watch?v=B73fPXrK9xM

http://docs.moodle.org/en/Student_tutorials

http://col.fresno.edu/student

http://ce-connect.fresno.edu/



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using the email address you submitted at the time of registration. The instructor will then contact you with a welcome letter and login instructions. If you need help with the username and password recovery please contact the Center for Professional Development at (800)372-5505, or (559)453-2000 during regular office hours - Mon-Fri 8:00 am to 5:00 pm.

Getting Help with Moodle:

If you need help with Moodle, please contact the Center for Online Learning (COL), by telephone 1-559-453-3460. Help by phone is available Mon-Thurs 8:00 am to 8:00pm and on Fridays from 8:00 am to 5:00 pm, or by filling out a “Request Services” form at http://col.fresno.edu/contact/request-services. Please identify that you are with the Continuing Education/Independent Studies department.

Plagiarism and Academic Honesty All people participating in the educational process at Fresno Pacific University are expected to pursue honesty and integrity in all aspects of their academic work. Academic dishonesty, including plagiarism, will be handled according to the procedures set forth in the Fresno Pacific University Catalogue. URL http://www.fresno.edu Grading Policies and Rubrics for Assignments

• Description of assignments – see attached Rubrics for Written Assignments, Project Based Assignments, Forum and Journal Assignments.

• Students must earn a minimum of 80% to receive credit • A – 90-100%, B= 80-89%, (anything below 80% will not receive credit.)

Grading policies: • The discernment between an A or a B is at the discretion of the instructor based on the

quality of work submitted (see assignment rubrics). • Coursework falling short of a quality equaling a B or a Credit Grade will be returned with

further instructions. • All assignments must be completed in order to receive a grade. In addition, all

assignments are expected to reflect the quality that teacher-training institutions require of professional educators. If completed assignments do not meet this standard, students will be notified with further instructions from the instructor.

• 4 point Assessing Rubric for each assignment.

ECE 901 Assignments for Submission Possible Points

Assignment 1.2 Written Assignment

30 Assignment 1.3 Forum Assignment 20 Assignment 1.4 Topic 1 Journal 25


http://ce-online.fresno.edu/grade/edit/tree/index.php?id=397&action=moveselect&eid=ig7452&sesskey=EFohMKTqim

http://ce-online.fresno.edu/mod/assign/view.php?id=34180



http://ce-online.fresno.edu/mod/journal/view.php?id=34182




http://ce-online.fresno.edu/mod/forum/view.php?id=35585

















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Assignment 2.1 Written Assignment 50 Assignment 2.2 Forum Assignment 20 Assignment 2.3 Topic 2 Journal Reflection 25 Assignment 3.1 DRDP Kindergarten 200 Assignment 3.2 Application of the DRDP 100 Assignment 4.1 Written Assignment 50 Assignment 3.3 Topic 3 Journal Reflection 25 Assignment 4.3 Journal Reflection 25 Assignment 4.2 Forum Assignment 20 Assignment 5.2 Written Assignment 25 Assignment 5.3 Journal Reflection 25 Assignment 6.2 Written Assignment 100 Assignment 6.3 Project Assignment 100 Course total 840 Writing Requirements included in rubrics

• Superior: Writing is clear, succinct, and reflects graduate level expectations. • Standard: Writing is acceptable with very few mistakes in grammar and spelling. • Sub-standard: Writing contains noticeable mistakes in grammar and spelling. • Written assignments and papers need to follow APA formatting (1” margins, Times

New Roman font - size 12, double spaced; centered title, student first and last name on paper. Instructors may add additional APA writing requirements as needed.)

Instructor/Student Contact: Contact will be provided via written feedback on weekly assignments, via student/instructor Journal weekly entries, via email and via phone conversations when necessary. Live and recorded Adobe Connect will be offered to all students, however student participation is optional. Continuing Education Program Student Learning Outcomes: CE 1. Demonstrate proficient written communication by articulating a clear focus, synthesizing arguments, and utilizing standard formats in order to inform and persuade others, and present information applicable to targeted use. CE 2. Demonstrate comprehension of content-specific knowledge and the ability to apply it in theoretical, personal, professional, or societal contexts. CE 3. Reflect on their personal and professional growth and provide evidence of how such reflection is utilized to manage personal and professional improvement.

















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CE 4. Apply critical thinking competencies by generating probing questions, recognizing underlying assumptions, interpreting and evaluating relevant information, and applying their understandings to the professional setting. CE 5. Reflect on values that inspire high standards of professional and ethical behavior as they pursue excellence in applying new learning to their chosen field. CE 6. Identify information needed in order to fully understand a topic or task, organize that information, identify the best sources of information for a given enquiry, locate and critically evaluate sources, and accurately and effectively share that information.

Topics and Activities Topic 1 – An Introduction to Assessment through Observation: Rationale and Resources Topic 1 Goals and Objectives Students will: • Demonstrate key points gleaned from the required readings and video viewing, highlighting the rationale, organization, and relevance of these documents to their teaching assignment.

Assignment 1.0 Review the following documents which are located on the course Moodle site:

1. Early Childhood Assessment, Why, What, and How? Linked on the course Moodle site.

2. California State Board of Education Assessment document on course Moodle site.

3. Review of Early Childhood Classroom Observation Measures.

Assignment 1.1 Online Video Resources – Watch the following videos which are linked on the course Moodle site:

1. Observation, Screening, Assessment, and Documentation 2. Five Common Types of Assessment for Young Children

Assignment 1.2 Written Assignment Submit a summary and reflection - 3 page paper – on the assigned readings and videos for this week. Highlight key points shared about Assessment through Observations. Offer a rationale as to why Assessment through Observation is an important practice in early childhood classrooms. What did you learn that you might want to incorporate into your class? Describe any obstacles you think you might need to overcome in order to implement this type of assessment. Be thorough and include information from each document and video assigned. Include APA formatted citations from assigned readings and viewings. Assignment 1.3 Forum Assignment – Reflect on your own professional experiences related to this week’s readings and videos. Identify areas in your assessment practices that you feel you have been validated and areas you discovered you may need to improve. Comment on a minimum of two other student’s posts. Be respectful and thorough in your responses.




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Assignment 1.4 Topic 1 Journal Reflection – Communicate your new learning and any questions you have with your instructor.

Topic 2 – What do the Preschool Foundations and Frameworks, and the Transitional Kindergarten Implementation Guide Say About Observation and Assessment? Goals and Objectives Students will: • Demonstrate key points gleaned from the required readings and video viewing. • Discuss new learnings on the topic of Formative Assessment practices in their teaching assignment.

Assignment 2.0 Read and View – the following document on linked websites

1. Chapter 6 Assessment and Differentiation in the TK Classroom. 2. How to Use Formative Assessment in the TK Classroom. 3. Using Formative Assessment to Differentiate Instruction in

Transitional Kindergarten. 4. Assessment, TK Search the following documents for information on Observation and Assessment and read what each have to report: 1. Preschool Learning Foundations Volume 1 2. Preschool Frameworks Volume 1, 3. Transitional Kindergarten Implementation Guide

Assignment 2.1 Written Assignment – Submit a syntheses and application - 2 page paper - that connects these documents and the video. Discuss how you might be able to use some of these practices in your classroom for formative assessment. Describe where and how observation of the students contributes to the assessment process. Note any obstacles you might anticipate using these practices. How might you overcome these obstacles? Include APA formatted citations from assigned readings. Assignment 2.2 Forum Assignment –Take a moment to reflect on either a whole or small group interaction in your classroom.

• Were you able to gather any immediate evidence of learning? If so, how? If you did not, how might you gather evidence about the impact of your instruction in the future?

• Share how you currently document (or plan to document) and store/record evidence of learning.

• Share how you communicate assessment outcomes with traditional Kindergarten teachers.

Depending on enrollment, if possible, respond to a minimum of 2 other student posts. Assignment 2.3 Journal Reflection – Communicate your new learning and any questions you have with your instructor.

Topic 3 – Exploration and Application of DRDP 2015

Topic 3 – Activities and assignments Assignment 3.0 Read –

1. Introduction to DRDP 2. The DRDP (2015) Calibration Version 3. DRDP Resources from CA Dept. of Ed website.




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Topic 3 Goals and Objectives Students will • explore the value of using the DRDP-K (2015) • be able to navigate the DRDP-K (2015) assessment instrument • become familiar with DRDP-K (2015) terms, acronyms, and definitions

4. The DRDP-SR (2012) Instrument and its Alignment with the Common Core State Standards for Kindergarten which is linked on the course Moodle site.

Assignment 3.1 Online Resources – go to the linked resources on the Moodle course site: California Early Learning -Desired Results Developmental Profile--Kindergarten DRDP-K (2015) which has been recommended for use with transitional kindergarten and kindergarten-aged children Complete all 4 Modules and post your certificate of completion as your written assignment for Topic 3. Post completion Certificate of the Desired Results Developmental Profile— 6 modules @2hrs each = 12 hours Kindergarten DRDP-K (2015). 1. Walk through the DRDP-K DRDP-K 2. Observation and Documentation DRDP-K (2015): 3. Completing the DRDP-K DRDP-K 4. Interfacing the DRDP-K with Other Assessments 5. Using Generated Data in Curriculum Planning DRDP-K (2015) 6. A Deeper Look at the Descriptors D Assignment 3.2 Written Assignment: Application of the DRDP After thoroughly reviewing the DRDP Observation Assessment tool for K, select 3 Domains in which a student may be challenged, and record your observations of one student over a period of several days. Minimum 3 pages. Using the guidelines in the document, report on your findings. Describe why you scored this student at the level you selected (Give specific examples), and how you will implement new lessons/activities, interventions, etc. to help the student improve in these domains. (Give specific examples.) Assignment 3.3 Journal Reflection – Communicate your new learning and any questions you have with your instructor.

Topic 4 – Introduction to Assessment Scoring Systems Topic 4 Goals and Objectives Students will • explore a variety

Topic 4 – Activities and assignments Assignment 4.0 Research – Conduct a thorough Internet search for Assessment Scoring Systems. Try to locate additional resources that might be available to you in your specific region or state. Examples are CLASS, CSEFEL, ECERS, ITERS, ASQ-Ages and Stages, etc. Assignment 4.1 Written Assignment – Based on your research, and in your own words describe the elements and theory behind the systems you focused on or discovered. Present a rationale as to why these systems are


http://www.caelds.org/course/view.php?id=31





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of Assessment Scoring Systems that are widely used for assessing young learners. • describe the elements and theory behind the systems reviewed.

beneficial for use in a classroom. Minimum 3 pages. Offer specific examples. Include citations in APA formatting, from the online resources. Assignment 4.2 Forum Assignment – Share information on one of the systems you discussed in the paper above. Encourage a discussion with other students through your post. Respond to a minimum of two other classmates’ posts (if available). Assignment 4.3 Journal Reflection – Communicate your new learning and any questions you have with your instructor.

Topic 5 - Identifying and Explaining the Pedagogy and Theory Behind Assessment through Observation Topic 5 Goals and Objectives Students will • identify and

define the pedagogy and theory behind assessment through observation as described by Guiding Documents used in Early Childhood Education

• discuss the implications for the use of an Assessment Scoring System through Observation in their classroom.

Topic 5 - Activities and assignments Assignment 5.0 Read - Alignment of CA Common Core Standards to Key Early Learning Resources and the Introductory pages in each of the Guiding Documents provided. Focus on assessment through observation. Assignment 5.1 Online Resource – Watch the linked videos provided on your course Moodle site. Observing Young Children and Linking Curriculum and Assessment: Using Assessment Information to Individualize Children's Learning Assignment 5.2 Written Assignment –After viewing Observing Young Children, and Linking Curriculum and Assessment, and after completing the Reading Assignment for this week, in your own words, identify and explain the pedagogy and theory behind the practice of assessment through observation in preschool and transitional kindergarten classrooms. Discuss the implications for use in your classroom – challenges, barriers, etc., and how you might approach or move past these for the implementation of this practice. Include citations in APA formatting, from the assigned readings. Assignment 5.3 Journal Reflection – Communicate your new learning and any questions you have with your instructor.




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Topic 6 - Applying the Observation and Assessment Guiding Documents in the Classroom Assignment 6.1 Online Resources – Watch Observing Young Children: https://www.youtube.com/watch?v=t1Xtr3RKjGc and Watch Effective Literacy Practices - Assessing Through Close Observation https://www.youtube.com/watch?v=Vq9_HOv2W2g Teachers discover that close, systematic observation is a way to assess rapid changes in literacy learning of young children. and Primary: Very Young Learners https://www.youtube.com/watch?v=PDtzJau_QlI

Topic 6 - Activities and assignments Assignment 6.0 Read – Review all guiding documents provided in this course. Assignment 6.1 Online Resource – Watch the linked videos provided on your course Moodle site Focused Observations: Problem Solving Capabilities, use one of the Assessment Scoring tools you have been introduced to through this course; DRDP or another system you reviewed in a previous assignment. Assignment 6.2 Written Assignment: Using the scoring system you used above, to view the Focused Observations: Problem Solving Capabilities, describe what you believe the students are trying to do with the block of ice and the tools they are using. What evidence of problem solving do you observe? Describe the student’s use of oral language. Describe the social interactions you observe. Note any other area you observed not already mentioned. If you were going to use this observation for assessment purposes, what could you apply this assessment to? Name the areas of the curriculum where your observations might apply to an assessment of these students. Minimum 3 pgs. Assignment 6.3 Project Assignment – Describe how you plan to apply either the DRDP 2015 Observation Assessment tool or one of the Assessment Scoring Systems reviewed in an earlier assignment, by connecting to your district assessment guidelines and practices. Explain how the application of this tool in a preschool, in a transitional kindergarten, and in a traditional kindergarten classroom would be different. Design a presentation using digital media to show your plan for implementation and the distinguishing differences of use within the three different age levels described above. This presentation will be shared with classmates in the forum below. Assignment 6.4 Journal Reflection – Communicate your new learning and any questions you have with your instructor Assignment 6.5 Course Evaluation


https://www.youtube.com/watch?v=t1Xtr3RKjGc



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Evaluation by Students

Course evaluation is completed by students in Module 6. Estimated Coursework Time

Reading Hours Assignment 1.1 Introduction to Assessment through Observation: Rationale and Resources 17.00 Assignment 2.1 Guiding Documents 2.50 Assignment 3.1 Introduction to DRDP-2015 5.00 Assignment 4.1 Introduction to Assessment Scoring Systems 2.00 Assignment 5.1 Pedagogy and Theory 0.50 Assignment 6.1 Review of Readings 8.00 35.00 Writing Assignment 1.2 Summary & Reflection 2.00 Assignment 2.1 Synthesis & Application 2.00 Assignment 3.2 Application of the DRDP 2.00 Assignment 4.1 Theory & Elements of Scoring Systems 3.00 Assignment 5.2 Pedagogy 2.00 Assignment 6.2 Application 2.00 13.00 Forums Assignment 1.3 Forum Personal Assessment Experiences 2.00 Assignment 2.2 Forum Classroom Connections 2.00 Assignment 4.2 Forum Scoring Systems 2.00 6.00 Journal Reflections - Student/Instructor Contact Assignment 1.4 Journal Reflection 2.00 Assignment 2.3 Journal Reflection 2.00 Assignment 3.3 Journal Reflection 2.00 Assignment 4.3 Journal Reflection 2.00 Assignment 5.3 Journal Reflection 2.00 Assignment 6.4 Journal Reflection 2.00 12.00 Other Assignments Assignment 3.1 DRDP Modules 12.00 Assignment 6.3 DRDP Culminating Project PowerPoint 6.00 18.00




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Video Viewing Assignment 1.1 Assessment Observations 1.00 Assignment 5.1 Linking Assessment and Observation 3.00 Assignment 6.1 Application of Scoring Systems 2.00 6.00 TOTAL ESTIMATED HOURS OF ASSIGNMENTS 90.00 Final Course Grade and Transcripts When all work for the course has been completed, students will need to logon to the Center for Professional Development website (http://ce.fresno.edu/cpd) to “Submit Grade Form”. Once the instructor fills out the grade form online, students may log back in to request their Grade Report as well as order transcripts online. Please allow at least two weeks for the final grade to be posted. For more information see the Independent Studies Policies and Procedures that were sent to you when you received your course materials, or in your online course. They are available, also at http://ce.fresno.edu/cpd - under General Information > CPD Policies.

FRESNO PACIFIC UNIVERSITY STUDENT LEARNING OUTCOMES

Student Learning Outcomes Oral Communication: Students will exhibit clear, engaging, and confident oral communication – in both individual and group settings – and will critically evaluate content and delivery components. Written Communication: Students will demonstrate proficient written communication by articulating a clear focus, synthesizing arguments, and utilizing standard formats in order to inform and persuade others. Content Knowledge: Students will demonstrate comprehension of content-specific knowledge and the ability to apply it in theoretical, personal, professional, or societal contexts. Reflection: Students will reflect on their personal and professional growth and provide evidence of how such reflection is utilized to manage personal and vocational improvement. Critical Thinking: Students will apply critical thinking competencies by generating probing questions, recognizing underlying assumptions, interpreting and evaluating relevant information, and applying their understandings to new situations. Moral Reasoning: Students will identify and apply moral reasoning and ethical decision-making skills, and articulate the norms and principles underlying a Christian world-view. Service: Students will demonstrate service and reconciliation as a way of leadership. Cultural and Global Perspective: Students will identify personal, cultural, and global perspectives and will employ these perspectives to evaluate complex systems. Quantitative Reasoning: Students will accurately compute calculations and symbolic operations and explain their use in a field of study. Information Literacy: Students will identify information needed in order to fully understand a topic or task, explain how that information is organized, identify the best sources of information for a given enquiry, locate and critically evaluate sources, and accurately and effectively share






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that information.




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Grading Rubric for Writing Assignments Components High Standard

4 Points

Above Standard 3 Points

At Standard 2 Points

Below Standard 1 Point

Assignment All of the key elements of the assignment are covered in a substantive way; the page requirements are met; and 3 or more references/sources are used. Student provides information above and beyond expectations.

100% of the key elements of the assignment are covered in a substantive way; the page requirements are met; and 2 references/sources are used.

75% of the key elements of the assignment are covered in a substantive way; the page requirements are met; and 2 or more references/sources are used.

Less than 50% of the key elements of the assignment are covered in a substantive way; the page requirements are met; and less than 2 references/sources are used.

Content & Vocabulary

Many uses of academic/ theory based vocabulary linked to current experience and research/best practice, and use of vocabulary/ theory correctly.

Some use of academic/ theory based vocabulary linked to current experience and research/best practice.

Minimal use of academic vocabulary, use of jargon, and the use of terms without context or explanation.

Little or no use of academic vocabulary/terms, incorrect use of terms, use of cliches’s., idiom’s and colloquialism (informal/conversational language).

Concept The introduction provides sufficient background and major concepts of the paper. The conclusion is logical, flows from the body of the paper, and reviews the major points. Major concepts are stated clearly; supported by specific details, examples, or analysis; and are organized logically,

The introduction provides sufficient background and major concepts and conclusion logical flows and reviews the major points. The paper is generally provides specific details, examples, or analysis quotes to demonstrate the concept the writer is conveying. 1 to 2 places could be expanded on with more details, examples, or analysis quotes.

The introduction provides a basic introduction to major concepts of the assignment and conclusion logical flows and reviews the major points. The paper provides some details, examples, or analysis quotes to demonstrate the concept the writer is conveying. Some parts of the paper are over general and vague.

The introduction doesn’t provide sufficient background of major concepts and the conclusion doesn’t logical flows and/or reviews the major points. The major concepts, examples, analysis, and quote are vague and or missing. The writer makes general/abstract statement, without supporting researcher/evidence.

Mechanics Superior: Writing is clear, Above Standard: Writing is Standard: Writing is Sub-standard: Writing




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succinct, and reflects graduate level expectations. The rules of grammar, punctuation and spelling are correct. Paragraphs are logical and flow, sentences are complete, clear, and concise; the tone is appropriate for the assignment (third person vs. first person). Sentences are well formed, consistently strong, and varied.

acceptable with very few mistakes in grammar and spelling. Few to no grammar, punctuation and spelling errors. Most of the sentences are well formed, consistently strong, and varied. Minimal use of simplistic and repetitive sentences.

acceptable with some grammar, punctuation and spelling error. Some fragmented sentences. The use of simplistic and repetitive sentences. 1 to 2 incorrect word choices.

contains noticeable mistakes in grammar and spelling. Several run-on and/or fragmented sentences, inconsistent use of verb tense. Wording and sentence structure interfere with the readers understanding.

APA The title page, reference page, tables, and appendices, follows APA formatting guidelines. (1” margins, Times New Roman font - size 12, double spaced; centered title, student first and last name on paper.

Few errors in APA formatting of the title/cover page, reference page, tables, and appendices, in text citations, margins, spacing, font, size, and the body of the paper.

Several errors in APA formatting of the title/cover page, reference page, tables, in text citations, and appendices, margins, spacing, font, size, and the body of the paper.

Not Formatted in APA.

All written assignments will be graded on the basis of 25% Writing Mechanics and 75% Content.




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Grading Rubric for Project-Based Assignments Components High Standard

4 Points




Assignment 100% of the key elements of the assignment are covered in a substantive way; the assignment requirements are met in a creative and engaging format. Student provides information above and beyond expectations.

100% of the key elements of the assignment are covered in a substantive way; the assignment requirements are met.

75% of the key elements of the assignment are covered in a substantive way; the assignment requirements are minimally met.

Less than 50% of the key elements of the assignment are covered; the assignment requirements are not met.

Content & Vocabulary

Many uses of academic/ theory based vocabulary linked to current experience and research/best practice, and use of vocabulary/ theory correctly.

Some use of academic/ theory based vocabulary linked to current experience and research/best practice.

Minimal use of academic vocabulary, use of jargon, and the use of terms without context or explanation.

Little or no use of academic vocabulary/terms, incorrect use of terms, use of cliches’s., idiom’s and colloquialism (informal/conversational language).

Concept The project provides a clear focus. Major concepts are stated clearly; supported by specific details or examples and are organized logically. The project is presented in a creative and engaging format.

The project provides a clear focus. Major concepts are stated clearly; supported by specific details or examples and are organized logically. The project is presented with minimal creativity.

The project provides a focus. Major concepts are stated; supported by a few details or examples. The project is presented in a minimal format and lacks creativity. Some parts of the project are over general and vague.

The project is disorganized and the focus in unclear. The major concepts, examples, etc., are vague and or missing. Little to no evidence of effort toward creativity is presented.

Mechanics Superior: Writing is clear, succinct, and reflects graduate level expectations. The rules of grammar, punctuation and spelling are

Above Standard: Writing is acceptable with very few mistakes in grammar and spelling. Few to no grammar, punctuation and spelling errors.

Standard: Writing is acceptable with some grammar, punctuation and spelling errors.

Sub-standard: Writing contains noticeable mistakes in grammar and spelling. Wording and sentence structure interfere with the readers understanding.




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correct. APA Citations (where appropriate)

are presented in correct APA formatting

Few errors in APA formatting of citations (where appropriate).

Several errors in APA formatting of citations.


Grading Rubric for Forum and Journal Assignments Components High Standard

4 Points




Assignment 100% of the key elements of the assignment are covered in a substantive way. Student provides information above and beyond expectations.

100% of the key elements of the assignment are covered in a substantive way.

75% of the key elements of the assignment are covered in a substantive way.

Less than 50% of the key elements of the assignment are covered in a substantive way.

Concept The entry provides sufficient background and major concepts of the assigned discussion topic. The post is logical, and is clearly connected to readings assigned. Major concepts are stated clearly; supported by specific details, examples, or analysis; and are organized logically. Student provides information beyond expectations.

The entry provides sufficient background and major concepts of the assigned discussion topic. The post is logical, and is clearly connected to readings assigned. Major concepts are stated clearly; supported by specific details, examples, or analysis; and are organized logically.

The entry provides minimal background and concepts of the assigned discussion topic. The post is minimal, and is connected to readings assigned. Major concepts are stated; supported by some details, examples, or analysis; and are presented.

The entry is lacking background and concepts of the assigned discussion topic. The lacks connections to readings assigned. Major concepts are lacking; and are not supported by details, examples, or analysis.

Mechanics Superior: Writing is clear, succinct, and reflects graduate level expectations.

Above Standard: Writing is acceptable with very few mistakes in grammar and spelling.

Standard: Writing is acceptable with some grammar, punctuation and spelling error.

Sub-standard: Writing contains noticeable mistakes in grammar and spelling. Several




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The rules of grammar, punctuation and spelling are correct. Paragraphs are logical and flow, sentences are complete, clear, and concise; the tone is appropriate for the assignment (third person vs. first person). Sentences are well formed, consistently strong, and varied.

Few to no grammar, punctuation and spelling errors. Most of the sentences are well formed, consistently strong, and varied. Minimal use of simplistic and repetitive sentences.

Some fragmented sentences. The use of simplistic and repetitive sentences. 1 to 2 incorrect word choices.

run-on and/or fragmented sentences, inconsistent use of verb tense. Wording and sentence structure interfere with the readers understanding.

APA Citations (where appropriate) are presented in correct APA formatting

Few errors in APA formatting of citations (where appropriate).

Several errors in APA formatting of citations.





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ECE 901 Assignments for Submission Possible Points

Assignment 1.2 Written Assignment

30 Assignment 1.3 Forum Assignment 20 Assignment 1.4 Topic 1 Journal 25 Assignment 2.1 Written Assignment 50 Assignment 2.2 Forum Assignment 20 Assignment 2.3 Topic 2 Journal Reflection 25 Assignment 3.1 DRDP Kindergarten 200 Assignment 3.2 Application of the DRDP 100 Assignment 4.1 Written Assignment 50 Assignment 3.3 Topic 3 Journal Reflection 25 Assignment 4.3 Journal Reflection 25 Assignment 4.2 Forum Assignment 20 Assignment 5.2 Written Assignment 25 Assignment 5.3 Journal Reflection 25 Assignment 6.2 Written Assignment 100 Assignment 6.3 Project Assignment 100 Course total 840






























































































































































































































































































































































































































































































































































































































































































































































































































































