(EDI 611) Assessment of the Young School Child
Syllabus of Record
Catalog Description: A study of instructional assessment procedures and prescriptive
techniques for students PreK-8 years which includes the development of skills related to
assessment practices that provide information about young children and their families that
is used for the purpose of developing appropriate learning and intervention strategies. Three
credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS)
Specialty Program Standards: National Association for the Education of Young Children
(NAEYC); Association of School Curriculum Development; Michigan Association for the
Education of Young Children (MiAEYC); Michigan Early Childhood Education Consortium);
Council for Exceptional Children (CEC); Division for Early Childhood (DEC)
Course Standards and Assessments:
NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children and
Families (Candidates know about and understand the goals, benefits, and uses of
assessment. They know about and use systematic observations, documentation, and other
effective assessment strategies in a responsible way, in partnership with families and other
professionals, to positively influence children’s development and learning)
NAEYC 3a: Understanding the goals, benefits, and uses of assessment
NAEYC 3b: Knowing about and using observation, documentation, and other appropriate
assessment tools and approaches.
NAEYC 3c: Understanding and practicing responsible assessment
NAEYC 3d: Knowing about assessment partnerships with families and other professionals
NBPTS: Teachers are Responsible for Managing Student Learning
3a: Teachers call on multiple methods to meet their goals
3b: Teachers orchestrate learning in group settings
3c: Teachers place a premium on student engagement
3d: Teachers regularly assess student progress
3e: Teachers are mindful of their principal objectives
Common Assessment: Assessment Portfolio
Major
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Topics:
Teacher Developed Assessments
Standardized Assessment
Legal and Ethical Issues
Communicating Assessment Results
Knowledge Base:
Airasian, P.W. (2000). Assessment in the Classroom: A concise approach (2nd ed.). Boston,
MA: McGraw-Hill.
American Educational Research Association (2000). AERA position statement concerning
high-stakes testing in preK-12 education. Washington, DC: Author.
Bentzen, W.R. (2000). Seeing young children: A guide to observing and recording behavior
(4th ed.). Albany, NY: Delmar.
Braken, B.A. (1999). Psychoeducational assessment of preschool children (3rd ed.). Boston,
MA: Allyn & Bacon.
Guskey, T.R. (2003). How’s my kid doing? A parent’s guide to grades, marks, and report
cards. Hoboken, NJ: Wiley/Jossey-Bass.
Hebert, E. (2001). The power of portfolios: What children can teach us about learning and
assessment. Hoboken, NJ: Wiley/Jossey-Bass.
Idol, L., Nevin, A., & Paolucci-Whitcomb, P. (1999). Models of curriculum-based
assessment: A blueprint for learning. Austin, TX: Pro-ed.
Mardell-Czudnowski, C., & Goldenberg, D.S. (1997). DIAL-3: Developmental indicators for
the assessment of learning (3rd ed.). Circle Pines, MN: AGS Publishing.
Nuttall, E.V., Romero, I., & Kalesnik, J. (1999). Assessing and screening preschoolers:
Psychological and educational dimensions (2nd ed.). Boston, MA: Allyn & Bacon.
Sattler, J (2001). Assessment of children: Behavioral and clinical applications (4th ed..).
Austin, TX: Pro-Ed.
Sattler, J (2001). Assessment of children: Cognitive applications (4th ed.). Austin, TX: ProEd.
Salvia, J., & Ysseldyke, J. (2004). Assessment: In special and inclusive education. Boston,
MA: Houghton Mifflin.
Wortham, S.C. (1995). The integrated classroom: Assessment-curriculum link in early
childhood education. New York, NY: Macmillan.