| Pellissippi State Technical Community College Fall 2006 ECEd 2070 PO1 11873 Developmental Assessment Methods MWF 11:50 -- 12:45; MC 120 _______________________________________________________________________________________________ Instructor Catherine T. Shafer, PhD ctshafer@pstcc.edu or catherinejts@yahoo.com _______________________________________________________________________________________________ Course Description A study of the basic instruments and checklists leading to competency in screening children for developmental problems. The course will also consider appropriate community support programs and referral procedures. Laboratory observation and interaction. _______________________________________________________________________________________________ Required Text Week by Week: Documenting the Development of Young Children (3rd Edition) by Barbara Ann Nilsen (2004). Thomson Delmar Learning, ISBN 1-4018-7092-9 _______________________________________________________________________________________________ Policies A. Attendance Policy: Pellissippi State Technical Community College expects students to attend all scheduled instructional activities. As a minimum, students in all courses must be present for at least 75 percent of their scheduled class and laboratory meetings in order to receive credit for the course. B. Academic Dishonesty: Plagiarism, cheating and other forms of academic dishonesty are prohibited. A student guilty of academic misconduct, either directly or indirectly through participation or assistance, is immediately responsible to the instructor of the class. In addition to other possible disciplinary sanctions that may be imposed through the regular Pellissippi State procedures as a result of academic misconduct, the instructor has the authority to assign an F for the exercise or examination or to assign an F in the course. C. Students with Disabilities: If you need accommodations because of a disability; if you have emergency medical information to share; or if you need special arrangements in case the building must be evacuated, please inform me immediately. Please see me privately after class or during office hours. Students must present a current accommodation plan from a staff member in Services for Students with Disabilities (SSWD) in order to receive accommodations in this course. SSWD may be contacted by going to Goins 125, 127, or 131 OR Alexander 105 OR by phone 694-6751 (voice/TDY), 539-7153, 539-7091, or 539-7249. _______________________________________________________________________________________________ |
| Course Schedule Monday, August 28 Introduction, review textbook; go over syllabus, assignments, expectations Wednesday, August 30 Observation activities; read introduction Friday, September 1 Web Quest; remain on introduction Monday, September 4 NO SCHOOL -- Martin Luther King, Jr. Day Wednesday, September 6 Portfolios activity Friday, September 8 Finish portfolios activity Monday, September 11 Developmental Assessment Wednesday, September 13 Using class list log to look at separation and school adjustment Read chapter 1 Friday, September 15 Legal, Ethical, and Professional Responsibilities in Assessment Monday, September 18 Using anecdotal records to look at self-care Read chapter 2 Wednesday, September 20 Why, What, When to Assess Friday, September 22 Using checklists to look at physical development Read chapter 3 Monday, September 25 Documenting and Recording Information Wednesday, September 27 Using running records to look at social development Read chapter 4 Friday, September 29 Collecting Data Monday, October 2 Using frequency counts to look at emotional development Read chapter 5 Wednesday, October 4 REVIEW FOR FIRST TEST Friday, October 6 FIRST TEST Monday, October 9 Interpreting Data Wednesday, October 11 Using conversations to listen to language and speech Read chapter 6 Friday, October 13 Compiling and Summarizing Data Monday, October 16 NO SCHOOL!! -- FALL BREAK Wednesday, October 18 Using time samples to look at attention span Read chapter 7 Friday, October 20 Laws for children with disabilities; categories Monday, October 23 Using standardized tests to look at cognitive development Read chapter 8 Wednesday, October 25 Statistics Friday, October 27 Using rating scales to look at literacy Read chapter 9 Monday, October 30 Screening vs. Diagnostic tests Wednesday, November 1 Using work samples to look at creativity Read chapter 10 Friday, November 3 REVIEW FOR TEST Monday, November 6 SECOND TEST Wednesday, November 8 Using assessment results and data Friday, November 10 Using technology to look at sociodramatic play Read chapter 11 Monday, November 13 Communication and collaboration Wednesday, November 15 Using documentation for child abuse suspicions and looking at self-concept Read chapter 12 Friday, November 17 Organizing for assessment Monday, November 20 Using program assessments to look at children in groups Read chapter 13 Wednesday, November 22 NO SCHOOL!! -- get ready for Thanksgiving Friday, November 24 NO SCHOOL!! -- THANKSGIVING HOLIDAY Monday, November 27 Using the portfolio to conference with families and looking at the child's interactions with adults Read chapter 14 Wednesday, November 29 Organizing the classroom for assessment Friday, December 1 Using the yearly plan to observe and record children's development Monday, December 4 Take a well earned break OR catch up Wednesday, December 6 Review for last test Friday, December 8 TEST LAST DAY OF CLASS |
| INDEPENDENT STUDY!!! GET THE BOOK!! Get a notebook for a journal (loose leaf so you can add stuff) Follow the syllabus above for reading, except do the following assignments instead of the expectations listed above: |
| Week 1 -- GET BOOK and START READING!!!! A. Read the introduction from page 1 to 7. Follow this LINK and watch the video clip. When you are done with the clip, follow THIS LINK and answer the questions in your journal, and write on the top "Activity 1: First Look". THEN watch the video clip again and fill in the answers a second time, and title this one "Activity 2: Second Look" Write in your journal why I forced you to do this activity. What purpose did it have? B. Read the introduction, pages 7 -- 12 about Portfolios. On a journal page, write your current understanding of portfolio assessment. In your textbook, page 11, do the exercise at the top of the page. When you are done writing your responses, reflect on the meaning of time and possibly slow steps to an accurate assessment of a child. C. Go to any resource you have, including the Internet, and get some milestone charts for all phases of child development, FOR THE AGE OF CHILD YOU PLAN TO TEACH. Make a copy and add to your journal. Additionally, do you think that you need other age milestones charts? Why or why not? Write your answer in your journal, and add the other pages if you think it is necessary. Week 2 -- Using the Class List Log to Look at Separation and School Adjustment A. Do the observation exercise on the bottom of page 23. Try to continue to increase your observation skills. Then read all of chapter 1. B. HERE are your instructions for watching the next video. Follow these instructions EXACTLY. Keep an exact tally of the number of times the players in WHITE SHIRTS pass the basketball between themselves. Write your number in your journal. OK? WATCH THIS video. After you have written your tally, watch the video again, this time without counting. Do you have anything else to say about this video? What was the purpose of watching it? (3 1/2 minute Simpson video) C. For your future use, and for purposes of reinforcing, try to list (without copying) the advantages and disadvantages of using a class list log to do assessments. Can you think of a time that this would be a good way to assess? D. Already, you should have a few ideas about a few rules involving assessment. Make note of these: ALWAYS record your assessment data as ACCURATELY as possible -- FACTS ONLY -- absolutely NO speculation should be made at this gathering point. Remember that the data you are collecting can become part of a permanent file, and it is not your responsibility to even speculate on a diagnosis for any child. In other words, BE OBJECTIVE!! NO LABELING of children at any point, even such things as "he drew a pretty picture" has within it a non-objective assessment. Be strict about not categorizing the child prematurely. Remember that you are ultimately responsible for this data, and you will be accountable to the administration of the school and to the parents if you add erroneous information. Your role as an observer at this point is to describe what you see, document it, and measure progress (compare to old data). You must DATE and INITIAL (or sign) any data that you collect. You have to be willing to accept responsibility for the data which you gather. CONFIDENTIALITY is most important. It is never your right or privilege to discuss the data that you have gathered with your friends or family. Also maintain this same reticence with talking with other staff members or the child's family. If you said this to a parent: "Well, we have been watching Brenda because she is displaying characteristics of autism" what do you think would be the end result? Is this an appropriate way to talk to family members? RESPECT the families of your children, even if you find their lifestyles disagreeable. Kindness and respect should always be shown to families; never complaining, satirizing, or criticizing of the parents OR the child. E. Do the exercise at the bottom of page 28. Put it in your notebook. F. Define the following terms (there is a glossary available on this website; follow the links for the right letter . . . or use your textbook): stranger anxiety separation anxiety secure base attachment good-bye rituals coping mechanisms G. Check out page 35 (Family Information Form) and page 36 (Gross and Fine Motor Checklist from Ages and Stages Assessment Tool). What is your initial impression of these scales? Do they seem reasonable and usable to you? H. What kind of technology would be useful for doing class list log assessments? PUT YOUR NOTEBOOK IN MY BOX BEFORE NOON on FRIDAY, SEPTEMBER 15. I will grade them over the weekend and return them to the box by noon on Monday, September 18. I will put new stuff in your notebook for you, maybe. If you click on THIS LINK, you will go to the new assignments for the next two chapters. And ignore the questions for the Aqua Harp assignment, above, because you have already used them. |
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