EdNova: Topics in Early Childhood Education
Early Childhood Assessment
Read appropriate material from this and the additional web sites in each topic area to complete your papers. The first web site is the Wisconsin Model Early Learning Standards. Other sources used must also be cited.
- http://www.collaboratingpartners.com/documents/EarlyLearningStandards3rdedition-web.pdf (especially pages 12 and 13-WMELS design)
- http://govinfo.library.unt.edu/negp/reports/prinrec.pdf (purposes of assessment)
- http://www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf
- http://nieer.org/resources/factsheets/12.pdf
- http://dpi.wi.gov/sped/pi11_0701.html#sdd
- http://www.naeyc.org/files/naeyc/file/positions/PrmtgPositiveOutcomes.pdf Read Assessment Section (Seven purposes of assessment for children with disabilities)
- http://www.specialed.us/pl-07/pl07-map.html
- http://www.dpi.state.wi.us/sped/pdf/iepguide.pdf
Write a 5- to 7-page paper showing your knowledge, understanding and skills in the following areas:
What is early childhood assessment?
- Describe general assessment/purpose in these areas: (from the second site listed)
- Assessing to promote children’s learning and development
- Identifying children for health and special services
- Monitoring trends and evaluating programs and services
- Assessing academic achievement to hold individual students, teachers and schools accountable
- List the seven specific purposes of assessment for children with disabilities.
Summarize the frequently asked questions from the assessment section of the NAEYC Promoting Positive Outcomes paper. This will briefly describe the entire process.
Briefly describe various types of assessment tools- Standardized testing (full testing or screening), Observation, Portfolios, checklists, Teacher and Parent ratings. Give examples of when to use a full standardized test, and when to use other assessment tools.
Describe how the Wisconsin Model Early Learning Standards is used for children with disabilities, and how it relates to the assessment of young children.
Once you have completed the paper for this workshop send it as an email attachment to Mark Stensvold.
Contact Mark for more information on this workshop.
Use this form to pay for your stipulation workshop.
Use this DPI application form when you renew your license (fill out page 3 and include the completion letter we will email to you).
Here is the rubric for Early Childhood Assessment
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10 |
9 |
8 |
7 |
Requirements |
All areas components of assessment are addressed including definition of assessment, purposes for it, types of assessment tools, and how WMELS relates to assessment |
Topics are addressed, but one or more areas are not fully developed. |
One or more topics is addressed in too brief a fashion or omitted completely. |
A clear understanding of EC Assessment is not obvious in the writing. |
EC Assessment |
A clear understanding of what EC Assessment entails, what is important to support effective assessment, the purposes and the process is evident in the writing. |
Understanding EC assessment shows in the writing. |
Some minor yet essential piece of EC assessment is missing. |
Knowledge of EC assessment is perfunctory. |
Analysis |
Discussion of the importance of EC assessment, the role it plays in providing effective education for a child and a program, the use of WMELS shows clear depth of understanding. |
Discussion of EC Programs is thorough, but does not include clear examples of all components required. |
Some minor aspect of the discussion is flawed or confusing. |
Discussion is cursory and does not show depth of understanding of EC assessment |
Form |
Writing is as succinct as possible and grammatical/spelling errors are minimal (<5). Ideas are organized in a logical way that is easy to follow. |
Minor errors occur- grammar/spelling mistakes that don’t affect the meaning of the writing. |
Organizational errors occur- mistakes that make the writing a bit confusing. |
Major errors occur which make the meaning difficult to understand. |