Asynchronous
This course provides an in-depth study of young children through direct observation which includes utilization of case studies and anecdotal records. Methods of integrating observed behavior with developmental theory and appropriate practice form the basis of the course. Responsive, supportive curriculum planning based on authentic, classroom-based formal and informal assessments for children from birth through age 8 will be emphasized. This course requires 45 hours of observation in an approved early childhood setting. This course is part of the Illinois Gateways to Opportunity Early Childhood and Infant/Toddler Credentials.
Course Alignment
General Education Outcomes are the knowledge, skills, abilities, attitudes, and behaviors that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services, both inside and outside of the classroom. The General Education Outcomes specifically learned in this course are:
- Communication
- Critical Thinking
Course Goals and Objectives
- Describes a variety of valid assessment procedures, screening tools, and observation methods and their role in supporting children’s development and learning in informing the instructional process.
- Describes culturally and linguistically responsive assessment procedures, screening tools, and observation methods and appropriate strategies for engaging families in the assessment process.
- Select and use legal and ethical assessment procedures, screening tools, and observation methods, and organizational strategies to gain knowledge of children and their familial and social context.
- Identifies the impact and influence of external factors on assessment practices.
- Evaluates and selects appropriate strategies for collecting, measuring, disseminating, and utilizing observation, screening, and assessment data which are responsive to the strengths and challenges of individual children and reflective of family goals and priorities.
- Implements and adapts effective observation, screening, assessment strategies that engage families and inform groups and individual planning and instruction.
Gateways ECE Competencies
OA1: Describes a variety of valid assessment procedures, screening tools, and observation methods and their role in supporting children’s development and learning and in informing the instructional process.
OA2: Describes culturally and linguistically responsive assessment procedures, screening tools, and observation methods and appropriate strategies for engaging families in the assessment process.
OA3: Selects and uses legal and ethical assessment procedures, screening tools, and observation methods, and organizational strategies to gain knowledge of children and their familial and social contexts.
OA4: Identifies the impact and influence of external factors on assessment practices.
OA5: Evaluates and selects appropriate strategies for collecting, measuring, disseminating, and utilizing observation, screening, and assessment data which are responsive to the strengths and challenges of individual children and reflective of family goals and priorities.
OA6: Implements and adapts effective observation, screening, assessment strategies that engage families and inform group and individual planning and instruction.
OA7: Articulates and advocates for legal and ethical data collection, analysis and interpretation procedures supportive of child development and learning, program evaluation, and program improvement initiatives.
OA8: Utilizes assessment data to support child development and learning and program development.
Faculty Contact Information
Scheduled when needed
Course Information
At the end of this course, students will be able to:
- Demonstrate the ability to read with comprehension; to listen, speak, and write critically, clearly, and effectively; to interact respectfully with others.
- Demonstrate the ability to think critically by separating fact from opinion, drawing logical inferences, and arriving at informed judgments.
- Demonstrate the ability to locate, evaluate, and synthesize material in an appropriate and responsible manner.
- Demonstrate an awareness and appreciation of the varied perspectives that emerge locally, nationally, or internationally, with respect to cultures, ethics, genders, races, classes, and experiences.
- Demonstrate competency in the basic use of computers by using computer technology in solving problems, communicating, and acquiring information.
- Select and use legal and ethical assessment procedures, screening tools, and observation methods, and organizational strategies to gain knowledge of children and their familial and social contexts.
- Intro to growth/development
- Newborns
- Methods, behaviors, plans
- Infants
- Time sampling
- The young child
- The school age years
- Checklists and rating scale
- Interpretation of observations
- ECE special education
Wortham, S. & Hardin, B. 8th Ed. (2020) Assessment in Early Childhood Education. Pearson
ISBN: 9780135206522
Grading for this course will be based on quizzes, assignments, class activities/class participation, and attendance as follows:
Weekly Assignments/ Discussion 165 points
Observation Assignments* (10 x 30) 300 points
ECERS/ ITERS Evaluation 30 points
Observation and Assessment Project* 155 points
Final Exam 50 points
Total: 700 points
*Failure to complete required course assignments can result in a failing grade.
These are key assessments and required observation hours.
All assignments must be submitted in the corresponding Canvas drop box and follow guidelines as outlined in the assignment. Do not email assignments to the instructor as they will not be accepted or counted as being submitted.
All assignments must be written in English (reach out to instructor if you have questions).
Business, Technology & Human Services
Dean, Paul Carlson; 815-802-8858; V105; pcarlson@kcc.edu; Division Office – W102; 815-802-8650
Mandated Reporter
State law mandates that workers in certain professions must make reports if they have reasonable cause to suspect abuse or neglect. In this instance mandated reporters include: School and Child Care Personnel: Teachers, school personnel, educational advocates assigned to a child pursuant to the School Code, truant officers, directors and staff assistants of day care centers and nursery schools, and child care workers.
Mandated reporters who make good faith reports have the same immunity from liability under the law as non-mandated reporters. However, a mandated reporter’s failure to report suspected instances of child abuse or neglect to DCFS constitutes a Class A misdemeanor; simply reporting suspicions to a superior does not satisfy legal requirements. In Illinois the number 1-800-25-ABUSE is the number that utilized to make report. If you have any questions regarding mandated reporting please discuss with your instructor.
Attendance/Participation
This is an online course, which requires consistent participation and effective time management. Although there are no in-person class meetings, regular attendance is demonstrated through active engagement in the course each week. Students are expected to log into the course regularly (at least 2 times per week). You are expected to complete all required assignments, discussions, quizzes, and activities by the posted deadlines. Monitor course announcements and emails (check your canvas settings for your notifications to ensure you do not miss anything). Please plan to set aside sufficient, scheduled time each week to meet course expectations. You will need to plan out your observations carefully.
Because this course is asynchronous, students are responsible for managing their own time. Plan ahead and dedicate the appropriate number of hours each week to stay on track. Waiting until the last minute often leads to missed deadlines and lower performance.
Failure to regularly participate or submit work may be considered non-attendance and can result in academic consequences in accordance with college policy. Failure to participate or falling too far behind to be successful in this course can result in a student being institutionally withdrawn at midterm.
If circumstances arise that may affect your participation, students are encouraged to communicate with the instructor as soon as possible. You need to reach out at least 48 hours prior to a due date and understand instructors have 24 hours to respond to communication (excluding the weekends).
Late Assignments
All assignments are due at the date and time specified by the instructor making the assignment. Any late work will be deducted 10 percentage points for each course day the assignment is late. Assignments will receive an “F” after three course days following the deadline unless the student has received an extension from the instructor making the assignment. The extension must be granted PRIOR to the time the assignment is due.
Early Childhood Academic Honesty Policy
Cheating: Cheating can take many forms in a classroom: copying or using another student’s work, using your own work from another class without my prior permission (i.e., not writing original work for this class), adjusting format to make papers appear longer, working in groups on individual assignments (whether openly or in secret), sharing or stealing answers for tests or assignments, etc. No form of cheating is acceptable. Cheating on an assignment will be taken seriously and discipline action will follow.
Plagiarism: Plagiarism is defined in section 17.6.B of the KCC Code of Conduct: “Taking, reproducing, and/or using as one’s own, without proper attribution, the ideas, writings, paraphrases, data, reports, graphic designs, or computer codes of published or unpublished work of another person in completing an academic assignment. Prohibited conduct may also include the unauthorized submission for credit of academic work that has been submitted for credit in another course.”
Plagiarism includes but is not limited to:
• submitting someone else’s paper
• using published material, including materials published online, without proper attribution/citation
• paraphrasing or quoting someone without attributing the quote in your paper (that is, without
providing an in-text citation) even if the source is included on the works cited page
• working with someone (without my permission) to write your paper & submitting it as your own
• submitting automated writing (including chatGPT or other AI tools) as your own work or submitting work done by AI without citation or prior approval to be used.
When in doubt, add the citation. You are expected to cite all sources of information. If you are in doubt, inquire
with the faculty teaching the course or utilize KCC tutoring. In your ECED courses, you are expected to follow APA
citation guidelines and formatting.
Student Found to be in Violation of KCC Academic Honesty Policy: Students found to be in violations of KCC’s academic honesty policy will result in disciplinary action.
- The first instance of academic dishonesty or plagiarism the student will be given a zero, required to meet with the professor, given resources for the student success center, and allowed to redo the assignment after meeting with the professor. A verbal warning from Academic Affairs may go on the student’s recorder if the severity of the academic dishonesty warrants it.
- A second incident of academic dishonesty will result in a zero for the assignment with no opportunity to redo the assignment. The student will be required to meet with the professor to continue in the course. A verbal or written warning will be reported to Academic Affairs.
- Additional incidences of academic dishonesty or failure to meet with the professor will result in course failure with no opportunity for the student to withdraw. The student will be reported to Academic Affairs and the incident of Academic Dishonesty will appear on the students record. Student found to be consistently violating the student code of conduct could potentially be suspended from the institution.
Week & Module | Topic Outline | Observations Due (45 Hours) | Assignments Due |
WK 1
Module 1 & 2 | Course Overview Syllabus NAEYC Code of Ethics Basics of Observation | NAEYC Code of Ethics Introduction Discussion Code of Ethics Acknowledgement | |
WK 2
Module 3 | PART I: INTRODUCTION TO ASSESSMENT IN EC An Overview of Assessment in EC -Purpose of Assessment -History of Assessment -Issues and Trends | Obs. 1- Observation Practice (2 hrs.) | Read Chapter 1 Reading Questions Ch 1 Discussion Post Ch 1
|
WK 3
Module 4 | How Infants & Young Children Should Be Assessed -Principle of Assessment -How children are assessed -Using assessment results -Challenges and Guidelines | Obs. 2- Infant/ Toddlers (2 hrs.) | Read Chapter 2 Reading Questions Ch 2 Discussion Post Ch 2
|
WK 4
Module 5 | PART II: STANDARDIZED TESTS How Standardized Tests Are Used, Designed, & Selected -How standardized tests are used - Steps in Standardized test design -Validity and Reliability -Considerations for selecting and evaluating | Obs. 3- Standardized Test #1 (2 hrs.) | Read Chapter 4 Reading Questions Ch 4 Discussion Post Ch 4
|
WK 5
Module 6 | Using and Reporting Standardized Test Results -Norm-referenced vs criterion -Interpreting scores -Sharing results with professionals and parents -Advantages & Disadvantages of standardized test | Obs. 4- Standardized Test #2 (2hrs.) | Read Chapter 5 Reading Questions Ch 5 Discussion Post Ch 5
|
WK 6
Module 7 | PART III: CLASSROOM ASSESSMENTS Data-Driven Decision Making, Assessment, & Documentation -Purpose of assessment in data-driven decision making -Role of documentation for planning instruction -Different types of documentation Introduce- Observation and Assessment Strategies and Analysis | Obs. 5- Classroom Learning Obs. (2hrs.)
| Read Chapter 6 Reading Questions Ch 6 Discussion Post Ch 6
|
WK 7
Module 8 & 9 | Observation -Purpose of observation -Different types of observation -Conducting observations of development -Advantages/ Disadvantages of observation | Obs. 6-Time Sampling (2 hrs.)
| Read Chapter 7 Reading Questions Ch 7 Discussion Post Ch 7
|
WK 8
Module 8 & 10 | Checklists, Rating Scales, and Rubrics -How checklist are designed and used -Types of rating scales and how they are used -Types of rubrics and how they are designed/used | Obs. 8- Checklist (2 hrs.)
| Read Chapter 8 Reading Questions Ch 8 Discussion Post Ch 8 OA- Part I: Pre-Reflection |
Spring Break: March 9 - March 13 | |||
WK 9
Module 8 & 11 | Teacher-Designed Assessment Strategies -Purpose of teacher-designed assessment/ test -Types of teacher-designed assessment -How to develop quality assessments -Advantages/ disadvantages of teacher designed | Obs. 9- Teacher designed (3 hrs.) | Read Chapter 9 Reading Questions Ch 9 Discussion Post Ch 9 OA-Part II: Learner Demographics |
WK 10
Module 12 | Performance-Based Assessment Strategies -Performance-based strategies and how they are used -Different types of performance-based assessments -How to categorize & organize performance assessments -Advantages/ Disadvantages of performance-based | Obs. 10- Performance Based (2 hrs.) | Read Chapter 10 Reading Questions Ch 10 Discussion Post Ch 10 |
WK 11
Module 8 & 13 | TS Gold Workshop -Reading and Videos on Canvas | WORK ON OA PART III OBSERVATIONS! | Reading TBA Discussion Post |
WK 12 Module 8 & 14 | Children Who Display Challenging Behaviors -Working with challenging behaviors -Understanding cause and function of behavior -Using observations to monitor progress over time. | Obs. 9- Functional Behavior (2 hrs.)
OA- Part III: Obs. Method (3 hrs.) ASQ3- (2 hrs.) TS Gold- (8 hours) | |
WK 13
Module 8 & 15 | Portfolio Assessment -Purpose and types of portfolios -Strategies for organizing portfolio assessments -How to set up and use -How narrative reports are used | Obs. 12- Portfolio (3 hrs.) | Read Chapter 11 Reading Questions Ch 11 Discussion Post Ch 11 OA- Part IV: Post Reflection |
WK 14
Module 16 | Observations and Assessments with Families -Family partnership to promote development -Establishing partnerships -Role of family in screening/ assessment -Strategies for Conferences | Obs. 13- Progress Report (2 hrs.) | Reading Questions Ch 3 Discussion Post Ch 3 Parent Summary/ Conference |
WK 15
Module 8 & 17 | Environmental Assessments -ECERS -CLASS | Obs. 14- ECERS Observation (4 hrs.) | Revisions and Final Submission of Obs. & Assessment Project (Putting all together) |
Week 16 18 | Final |
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College Policies, Resources and Supports
For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non- Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu under the Academic Regulations & Conduct Guide.
KCC offers various academic and personal resources for all students. Many services are offered virtually, as well as in person. Please visit Student Resources - Kankakee Community College to access student resources services such as:
- Clubs and organizations
- Counseling and referral services
- Office of disability services
- Student complaint policy
- Transfer services
- Tutoring services, etc.
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further information regarding KCC's copyright policy is available at https://kcc.libguides.com/copyright.
|Course syllabus/calendar is subject to change.