ECE410 ASSESSMENT AND EVALUATIN IN ECE
| Course Code: | 4110410 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 6.0 |
| Department: | Early Childhood Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Assoc.Prof.Dr. ELİF KARSLI ÇALAMAK |
| Offered Semester: | Fall Semesters. |
Course Objectives
This course is designed to
- study the meaning and understanding of assessment in early childhood.
- provide general guidelines for designing and conducting assessments of young children between the ages of 3 through 6 years
- comprehend how standardized tests are utilized in assessing young children.
- learn why and how observation techniques are applied to assess and evaluate young children.
- create assessment strategies in order to evaluate the learning process
- identify reporting systems and recognize the importance of usage of portfolio system
Course Content
Understanding the role of measurement and assessment in educational process with special attention to observation and recording methods. To define educational goals and objectives in ways those facilitate curriculum planning and student evaluation. The means of observing and recording the behaviors of young children. To use observation methods to describe childrens behaviors by relating to developmental theories. Methods, including anecdotal records, running records, time samples, and frequency charts to gather information for the development of a childrens development portfolio.
Course Learning Outcomes
At the end of the course the students will be able to
- Understand the purposes of assessment in early childhood
- Describe how assessment methods should be used in early childhood
- Identify different types of informal assessment
- Explain the process of standardized test design
- Use the resources and strategies for selecting and evaluating standardized tests
- Understand issues in selecting and using standardized tests.
- Understand the purposes of observation and usage of different types of observation methods
- Describe the purposes of checklists, rating scales and rubrics for alternative assessment
- Explain how developmental checklists are used with preschool children
- Describe why teacher-designed strategies and tests are used in early childhood
- Understand the relationship between teacher-designed assessments and curriculum and instruction
- Understand the importance of developing alternative reporting systems
- Design and use portfolios for assessing and reporting young children's progress
- Become familiar with model reporting systems used with young children.
- Understand how schools can develop partnership with parents
- Discuss the importance of parent conferences and how they can be conducted
- Explain how children can benefit from school-parent partnership
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | To have the knowledge about 0-72 month old children's cognitive, motor, language, social and emotional development and self help skills and to be able to make applications to support this area. | ✔ | |||
| 2 | To be able to take measures for the protection of children's health. | ✔ | |||
| 3 | To know the importance of game in pre-school education and to support the education and development of the child through play. | ✔ | |||
| 4 | To recognize the pre-school education institutions in the scope of the purpose, structure and functioning of the Turkish education system. | ✔ | |||
| 5 | To have information about classroom management approaches to be used in educational environments and to effectively implement these approaches. | ✔ | |||
| 6 | To have information about international programs that are applied in the field of pre-school education and to use these programs' aspects that are appropriate to our culture in classroom practice. | ✔ | |||
| 7 | To be able to conduct research in the field of pre-school education and analyze and interpret research findings. | ✔ | |||
| 8 | To be able to prepare, implement and evaluate Turkish, science, math, art, music, movement, games, reading and writing preparation and field trip activities that support different areas of development (cognitive, motor, language, self-care, social and emotional) of pre-school children and can be planned as individual, small group, large group and integrated groups. | ✔ | |||
| 9 | To be able to use and to allow students to use audio-visual teaching materials appropriate for pre-school age children for their development. | ✔ | |||
| 10 | To be able to take responsibility and to fulfill these responsibilities in individual and group work. | ✔ | |||
| 11 | To understand the importance of family involvement in children's education and to plan activities related to family involvement. | ✔ | |||
| 12 | To have knowledge about literary genres prepared for pre-school children and to examine existing publications in terms of literary and artistic perspectives. | ✔ | |||
| 13 | To have knowledge about the importance and purpose of the use of formal and informal assessment methods appropriate for the age level and developmental level of pre-school children, and to apply and interpret different evaluation methods and to be able to interpret findings. | ✔ | |||
| 14 | To be able to follow/access, understand and question scientific publications for pre-school education. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution