University of Dayton: ECE Program
Assessment 3: Integrated Investigation Assignment
1)
Description of Assessment
The Integrated Investigation Assignment is completed in the junior year of the ECE program.
Candidates are placed in a Head Start or Title I preschool classroom in an urban setting for a three hour
practicum weekly. They are required to develop a science based project, based on the students’ interest
and aligned with the Ohio Early Learning Content Standards. This begins with a hook activity, an
anticipatory planning web aligned with the standards, and lesson plans. The parents are notified of the
project through a letter sent home with the students. The candidates are responsible for locating and
providing materials and designing the environment for inclusion of all students. This project is then
integrated into the daily routine of the classroom, with revising and continued development through the
weeks of engagement.
2)
Description of how the assessment aligns with standards:
This assessment addresses NAEYC Standard 1: Promoting Child Development and Learning,
specifically Young Children’s Characteristics and Needs and Using Developmental Knowledge to
Create Learning Environments, and Standard 4: Teaching and Learning, all components. Standard 2:
Building Family and Community Relationships is included with the field work – Family and
Community Characteristics and Involving Families in Child’s Development. In this assignment, the
candidates are utilizing their knowledge of the students to develop lessons and create learning
environments, and to facilitate development of content knowledge through engagement in a
meaningful curriculum. Families are included in this assignment through letters home and invitations
to join the students as they engage in the project.
Assignment Component
Setting the stage for learning
Curricular web
Field Work
Culminating activities or
event
Use of technology
Professional presentation
3)
NAEYC Standard
1a, 1c, 4a, 4b
4a, 4b, 4c, 4d
2a, 2c, 4a, 4b, 4c, 4d
4a, 4b, 4c, 4d
5c
5c
Summary of Data Findings
2006 data reflected that while the candidates had a great deal of difficulty in initially selecting a topic
for the project, once that was completed they were at least within the basic range for developing an
anticipatory web and lesson plans. However, conversations among the faculty reflected this
information was not detailed enough to document the accurate learning of standards, thus, the scoring
guide was refined to be more specific for the following years.
2007 data reflected similar strengths and weaknesses, with the greatest difficulty including what to
teach, then bringing in “field work” and designing a relevant culminating activity. It should be noted
that these are undergraduate students, and are engaged in their first “whole class” activity, thus, “basic”
scores mean they have the general idea and are beginning to implement content and theory into their
field experiences.
2008 data reflected candidates were increasing their abilities to choose a topic/set the stage for
learning, and develop a curricular web to determine possible directions of the topic. They had also
improved in their ability to plan a culminating activity; this had been discussed more in class before
the candidates finished their cumulative lesson. They were also more professionally organized as they
presented their topic and findings, but the use of technology for documentation remained difficult for
some when compared to the previous class. Integrating field work into the project remained within the
basic range as candidates learn to bring the “field” into the classroom. This topic will need to be
stressed the next time the course is taught (Sp, 2009).
4)
Interpretation of how Data Provides Evidence of Meeting NAEYC Standards
The data collected over the three years of this assessment reflected an improved ability for the
candidates to pick a topic and set the stage for learning, including identifying the child’s characteristics
and needs and structuring the environment (1a, 1c, 4a, 4b). 98% of the candidates were capable of
developing a curricular web to develop with/share with the children to facilitate the planning of the
project (4a, 4b, 4c, 4d) and 100% displayed the development of a culminating activity (4a, 4b, 4c, 4d).
Candidates are less likely to be proficient in the integration of field work – community and family
involvement, but are demonstrating a basic skill in this area (2a, 2c, 4a, 4b, 4c, 4d). Professionalism
has improved (5c) and most are proficient with learning to integrate technology into their presentations
(5c). This assessment documents candidate mastery of many NAEYC standards, particularly Standard
4 – Teaching and Learning.
Assessment 3 (Integrated Investigation Assignment) Attachments
Candidate Assignment:
EDT 313 Developmentally Appropriate Practice for Preschool
Integrated Investigation Assignment
(see www.project-approach.com)
PHASE 1
Select a science topic that is worthy of investigation
1. Observe children to determine possible areas of interest. Be prepared to share your observation
notes and rationale with the instructor during the midterm meeting. Make sure that you share
your ideas about possible science topics with your mentor teacher.
2. Share possible science topics with Prof. Comingore via email by the end of the day Wed., Feb
13.
3. Use the Abbreviated Lesson Plan to plan and implement an opening event or “Hook Activity”
to determine if you can spark enough interest about the topic of investigation that children will
become engaged. Discuss this with your mentor teacher ahead of time and share your lesson
plan the week before you implement it. During the hook activity, use the EKWQ method
described on the Project Approach website to generate a list of questions that represent what
the children want to learn about the topic. Bring the lesson plan and children’s questions or
web to the midterm meeting with your instructor.
4. Develop a topic web also know as an “Anticipatory Planning Web”. See samples of “topic
webs” on the Project Approach website. Also see the scoring criteria for this assignment.
Share the web with your mentor teacher and bring it to the midterm meeting.
5. Get your investigation approved by your mentor teacher using the Topic Approval Sheet
provided in the assignment packet and bring this to midterm meeting with your instructor
6. Research the science content that will be covered in your investigation to verify that you know
the content and can accurately expressed it in the lesson. Share these with Dr. Adams in
class on 2/18. Be sure to meet the criteria on the Science Content Rubric.
7. Once your topic is definite, one partner is to write a parent letter to introduce both partners and
your topic. Explain what the children will be learning and invite parents to participate. This is
to be professionally written and error free. Your mentor teacher must approve the letter before
it is disseminated to the children’s families. This must be completed for dissemination in week
6 and turned in on the date indicated on the course calendar.
The Investigation
1. Create a curriculum web by re-examining your anticipatory planning web and children’s
web/list of questions. Focus on the sections that reflect what you actually plan to do with the
children and link the web to ELCS, science content concepts, developmental domains, and the
questions that the children identified for investigation. Be sure to include opportunities for art,
music and movement which can be integrated as a content area on lesson plans. The curriculum
web will be turned in as part of your final poster display.
2. Work with your mentor teacher to set the stage for investigation by adjusting the classroom
environment, if possible, and selecting materials that are authentic, safe, and extremely enticing
to children. MATERIALS SHOULD BE MULTI-SENSORY AND REAL LIFE. AVOID
THE USE OF LOWER LEVEL REPRESENTATIONAL MATERIALS. Materials should
relate to the topic of study, be open-ended, and promote development across domains. Be
creative in designing a means of storing your reusable materials when the topic is done. Include
pictures of your environment and documentation to demonstrate that you have met these
requirements. Include as many of your materials as possible with your final poster display.
3. Write abbreviated lesson plans for the 4 academic content areas (2 per individual, 4 per team).
These plans are turned in for individual grades (see course calendar for due date).
4. Have your lesson plans approved by your mentor teacher at least one week before you plan to
implement them. Take pictures of the lessons and include them on your final poster display.
PHASE 2
1. As part of your final poster display, include a section on field work. What are the possibilities
for field work related to your topic of investigation? Include information about possible field
trips as well as methods of bringing “the field” into the classroom. Are there possibilities for
field work in or close to the school/center grounds? It is understood that field trips may not be
possible for a variety of reasons, however, each team is to include a section on the possible
field trips and field related activities that would support learning related to your topic of
investigation.
PHASE 3: Concluding the Project
1. Write a follow-up parent letter describing what the children accomplished during the
investigation. This is to be professionally written and error free. Your mentor teacher must
approve the letter before it is disseminated to the children’s families at the end of your lab
experience. See the parent letter rubric for more instructions. This is an individual grade. One
team member should write the introductory letter and the other should write this follow-up
letter. Turn this assignment in on the date indicated on the course calendar.
2. As part of your final poster display, include a description of possible “culminating activities”
associated with your topic of investigation. It is understood that your time is limited in your
field site and that it may not be possible to actually do a culminating activity with the children.
You should, however, research and include a description of possible culminating activities. See
www.project-approach.com for more information.
Scoring Guide:
Investigation Assignment Final Display Rubric
EDT 313 Developmentally Appropriate Practice for Preschool
1. Setting the
Stage for
learning
NAEYC Standards:
1a, 1c, 4a, 4b
2. Curriculum
Web
NAEYC Standards:
4a, 4b, 4c, 4d
Candidate
1
Unsatisfactory
0 pts
2
Basic
1-4 pts.
3
Proficient
5 pts.
The materials,
activities, and setting
were unsafe and/or
includes more than 1
critical omissions
The display includes no more
than 1 of the following critical
omissions of evidence that the
investigation included materials
and activities that were:
 Authentic/real life
 Extremely enticing
 Related to the topic of study
 Open-ended
 Able to promote development
across domains
The curriculum is included but is
not linked to the ELCS, topic of
investigation, developmental
domains or the questions that the
children identified for
investigation.
The display includes evidence (pictures,
sample materials, children’s work
samples) that demonstrates a
comprehensive effort to set the stage for
investigation by adjusting the classroom
environment (if possible), and selecting
materials that are authentic, safe, and
extremely enticing to children.
Materials should relate to the topic of
study, be open-ended, and promote
development across domains.
The display includes a curriculum web
that reflects the lessons that were done
with the children and that link to ELCS,
science content concepts,
developmental domains, and the
questions that the children identified for
investigation.
The display does not
includes a curriculum
web
Assign
ment
Score
1,2,3
Points
earned
_____SA
_____JC
_____SA
_____JC
NAEYC Standards:
2a, 2c, 4a, 4b, 4c, 4d
The display does
not reference
opportunities for
field work.
The display includes possible
field trips or methods of
bringing “the field” into the
classroom but not both.
The display includes possibilities for
field work related to the topic of
investigation. Information about
possible field trips as well as
methods of bringing “the field” and
possibilities for field work in or
close to the school/ center grounds
are also included.
4. Culminating
activities or
event
The display does not
reference culminating
activities
The culminating activities is
poorly thought out, lacks
creativity or is not relevant to the
topic.
The display includes a description of
high quality and relevant “culminating
activities” associated with the topic of
investigation.
The team does not
use technology in the
production of their
display
The display uses either
PowerPoint/Microsoft Publisher
/Word or digital photography
The display utilizes PowerPoint,
Microsoft publisher or Word as well as
digital photography
_____SA
The display includes
more than 1 critical
errors
The display includes no more
than 1 of the following critical
errors:
 Unprofessionally presented Messy or poorly constructed
 Contains spelling or
grammatical errors
Display is professionally presented, neat
and well constructed, grammatically
correct and is free of spelling errors
_____SA
3. Field work
NAEYC Standards:
4a, 4b, 4c, 4d
5. Use of
Technology
NAEYC Standard:
5c
6. Display is
professionally
presented
NAEYC Standard:
5c
Total Points out of 35
_____SA
_____JC
_____SA
_____JC
_____JC
_____JC
Data:
Winter 06 N = 59
Component
Topic Approval
Unsatisfactory
9 (15%)
Basic
37 (63%)
Proficient
13 (22%)
Selecting a Topic
6 (10%)
33 (56%)
20 (34%)
Investigation Web
& Lesson Plan
0
19 (32%)
40 (68%)
Scoring guide was expanded to allow for greater analysis of data the next time the course was
taught.
Winter 07 N = 45
Component
Setting the Stage
for learning
Unsatisfactory
2 (4%)
Basic
29 (64%)
Proficient
14 (31%)
0
17 (38%)
28 (62%)
0
31 (69%)
14 (31%)
0
27 (60%)
18 (40%)
0
6 (13%)
39 (87%)
0
15 (33%)
30 (67%)
(NAEYC 1a, 1c, 4a,
4b)
Curriculum Web
(NAEYC 4a, 4b, 4c,
4d)
Field Work
(NAEYC 2a, 2c, 4a,
4b, 4c, 4d)
Culminating
Activities or Event
(NAEYC 4a, 4b, 4c,
4d)
Use of Technology
(NAEYC 5a)
Display is
professionally
presented
(NAEYC 5c)
Winter 08 N = 57
Component
Setting the Stage for
learning
(NAEYC 1a, 1c, 4a,
4b)
Curriculum Web
(NAEYC 4a, 4b, 4c,
4d)
Field Work
(NAEYC 2a, 2c, 4a,
4b, 4c, 4d)
Culminating
Activities or Event
(NAEYC 4a, 4b, 4c,
4d)
Use of Technology
(NAEYC 5a)
Display is
professionally
presented
(NAEYC 5c)
Unsatisfactory
2 (3%)
Basic
26 (46%)
Proficient
29 (51%)
1 (2%)
23 (40%)
33 (58%)
5 (9%)
40 (70%)
12 (21%)
0
26 (46%)
31 (54%)
0
28 (49%)
29 (51%)
0
23 (40%)
34 (60%)