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Early Childhood Pre-K Lead Teacher Assessment
 
Course Description
    

Early Childhood Assessment Participants will focus on understanding the assessment cycle and developmentally appropriate practices within the context of early childhood learning environments. Throughout the course participants will learn about and practice using a variety of tools and strategies for recording authentic assessments. These will include creating check lists, collecting work samples and writing anecdotal notes. Participants will discover the importance of developing a home/school collaborative team and tips on how this can be accomplished. After completing this course participants will have a firm grasp on how to collect authentic assessments, how and why to create student portfolios, and how to use data to guide instructional planning. Most importantly, participants will develop an understanding that authentic assessment is not something you do along with teaching, authentic assessment is teaching.

 
Course Syllabus
    
 

Overview: Early Childhood Assessment

Participants will focus on understanding the assessment cycle and developmentally appropriate practices within the context of early childhood learning environments. Throughout the course participants will learn about and practice using a variety of tools and strategies for recording authentic assessments. These will include creating check lists, collecting work samples and writing anecdotal notes. Participants will discover the importance of developing a home/school collaborative team and tips on how this can be accomplished. After completing this course participants will have a firm grasp on how to collect authentic assessments, how and why to create student portfolios, and how to use data to guide instructional planning. Most importantly, participants will develop an understanding that authentic assessment is not something you do along with teaching, authentic assessment is teaching.  

By the end of this course, participants will:

  • understand the instructional cycle, 
  • understand authentic assessment, 
  • understand how authentic assessment guides instruction,
  • understand developmentally appropriate practices,
  • gain a deeper understanding of their grade level standards,
  • make connections between DAP, curriculum, and authentic assessment,
  • understand authentic assessment,
  • understand the different types of authentic assessment, 
  • understand when to use the different types of authentic assessment, 
  • use a variety of instruments to collect data, 
  • consider different methods of organizing data,
  • match different types of data to different situations,
  • understand how data is used to plan for instruction,
  • understand how data is used to determine the needs of students,
  • understand how data is used to extend, enrich, and scaffold learning,
  • understand the importance of clearly communicating authentic assessment results,
  • understand the importance of reporting factual information only, and 
  • understand the importance of having evidence to support their findings.
Course Organization

This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.


Read
When you see this icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.

Activities
When you see this icon you will be completing activity-based curriculum and inputting various components of your course content into course project.

Discuss
When you see this icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.
Prerequisites

This course is designed for lead teachers in WV Universal Pre-K classrooms. Participants are expected to have regular access to computers. Although not a requirement, high speed Internet access definitely enhances the online experience. Participants should be proficient with using email, browsing the Internet and navigating through computer files. 

Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WVDE k12.wv.us email account, you have access to Word, Excel, PowerPoint, OneDrive, etc. as part of Microsoft Office 365. You should see your school/county technology support person if you need help in using/installing Word and/or other Office applications. 

If you do not have a k12.wv.us email account, Word must be acquired through other means.  One way to get access to Word Online at no charge is by  Creating a Microsoft Outlook Account with Access to FREE Office Online.

Format and Requirements
This workshop is divided into six sessions, plus an Orientation, which each include readings, activities, and an online discussion among workshop participants. The time necessary to complete each session is estimated to be six and a half to seven hours.

The outline for the workshop is as follows:
Session One Incorporating New Techniques
Session Two Connecting Developmentally Appropriately Practices with Standards and Assessment
Session Three Types and Uses of Authentic Assessment
Session Four The Collection of Data
Session Five The Understanding and Use of Data

Session Six

How to Communicate Findings Appropriately

Orientation
This orientation session should be completed prior to the start of our course. It includes a participant survey; an introduction to the course website; and the opportunities to update your profile, email your facilitator, and introduce yourself to fellow participants as you experiment with the online discussion board.

Session One: Authentic assessment is a variety of tools including observations and documentation that tracks a child’s progress. The data collected is used for planning instruction for the growth of the student and/or the class; it is an integral piece to a teacher’s curriculum planning. Authentic assessment is not something you do on top of teaching – authentic assessment is teaching.

Session Two: Positive and caring relationships with adults and other children provide the best learning environments for students. Students benefit from developmentally appropriate activities that include hands-on experiences and intentional guidance which build on prior knowledge. The standards are developmentally appropriate and centered on what young children should know and be able to accomplish.

Session Three: The goal of assessment is to collect meaningful information about children in order to guide their education. Through careful observation, a teacher can better understand the development of their students. There are a variety of methods to assess young children. It is best to use more than one form of assessment to accurately see a child’s progress in all developmental areas. 

Session Four: Assessment tools can include anecdotal notes, checklists and work samples. On-going observations should happen within the natural environment with varied groupings of children. Staff should use more than one tool when assessing a student’s development to provide a more complete picture of how well he or she is progressing.

Session Five: Student involvement in daily routines and activities in the classroom are the basis for assessment that assists in instruction and learning. The information gathered through assessment provides feedback on the progress students are making in reaching developmental and academic standards. This information along with modifying instructional material and adapting teaching strategies will support the students’ learning.

Session Six: Part of the assessment process is to notify families, classroom staff and other specialists about what students have accomplished and areas that need improvement. Teaching staff use work samples, checklists, and anecdotal records when discussing the student’s progress. When information is shared with families they are more capable to partner with teaching staff to enhance their child’s progress.

Assignments and Course Project Assessment

Workshop participants will complete an orientation and then six workshop sessions that include readings, activities, and online discussions.  There will be a pre-workshop survey and a post-workshop survey.  Quizzes are scheduled in the Orientation and in Session Two. Participants are expected to score a minimum of 90% on all quizzes. Participants will complete weekly assignments and submit them to the dropbox to sequentially compile a course project. The course project template and a rubric are provided during Session One and may also be accessed at the bottom of this section. The course project describes activities to be completed each session, then shared and peer-reviewed, revised if needed, and submitted to the facilitator via the dropbox during each session.

Discussion Participation

Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum. This course has dual discussion posting for each session. 

Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality.

The guidelines for the discussions and how they will be evaluated are located in the Discussion Guidelines and the Checklist for Evaluating Discussion PostingsIn certain discussions, participants will be asked to peer review others' projects according to the Rubric Review Help Guide.

Course Grading Expectations
All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.
Copyright and Plagiarism Information

All resources referenced during the course will be properly documented. 

Copyright guidelines are to be observed throughout the course project and all course activities.  All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 
 
Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course  

Course projects are to be the work of an individual course participant. Group projects require special permission of the program coordinator, Donna Landin (dlandin@k12.wv.us).

Certificate of Completion
Upon successful completion of this course, Early Childhood Assessment, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant by attachment to the final course project Dropbox with the facilitator feedback shortly after the completion of the course.
Software Download Disclaimer
Participants are to seek assistance regarding the appropriate software programs to be downloaded when updating or installing new programs on their computers. Inappropriate downloads of software may result in malicious programs being installed on your computer.
Content and Technology Standards

This workshop, Early Childhood Assessment, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://edtechleaders.org/documents/NETSAdminTeachers.pdf), especially Standards II, III, IV, and V. For more information about Technology Integration visit: http://www.iste.org

In addition, participants may reference specific WV Content Standards (http://wvde.state.wv.us/policies) as they engage in course content.

About this Course

This workshop was developed by the West Virginia Department of Education (http://wvde.state.wv.us).

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.