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| Assessment and Evaluation | |||
| ASSES & EVAL | |||
| CLASS CODE: | ECSE 400 | CREDITS: 4 | |
| DIVISION: | EDUCATION & HUMAN DEVELOPMENT | ||
| DEPARTMENT: | CHILD & FAMILY STUDIES | ||
| GENERAL EDUCATION: | This course does not fulfill a General Education requirement. | ||
| CATALOG DESCRIPTION: | Selection, administration and interpretation of screening and assessment tools and methods employed in early childhood special education programs. Includes informal and formal assessment strategies, developmental tests, portfolio assessments, observational assessment, performance-based assessment and standardized assessment as well as data collection and monitoring of child progress. | ||
| DESCRIPTION: | Selection, administration and interpretation of screening and assessment tools and methods employed in early childhood special education programs. Includes informal and formal assessment strategies, developmental tests, portfolio assessments, observational assessment, performance-based assessment and standardized assessment as well as data collection and monitoring of child progress. | ||
| TOPICS: | |||
| OBJECTIVES: | · Knowledge of various assessment activities in ECSE including child find, screening/diagnostic assessment, educational assessment, and monitoring of progress · Knowledge of focused observation, norm referenced tests, criterion referenced checklists and ordinal scales · Ability to administer a variety of assessment measures and analyze data to identify educational outcomes · Ability to conduct authentic, performance-based assessment · Knowledge of the roles that families play in assessment · Knowledge of limitations of assessment data for young children · Knowledge of various approaches to observing child/environment interactions, child/child interactions, parent/infant interactions · Ability to observe children in a variety of settings and activities as a means to gather informal assessment information · Knowledge of assessment adaptations necessary for specific sensory impairments, motor impairments, and language differences · Knowledge of roles and responsibilities of team participants in the evaluation and IFSP/IEP process Ability to communicate and integrate assessment results in the development and implementation of an IFSP/IEP |
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| REQUIREMENTS: | |||
| PREREQUISITES: | ECSE 100, CHILD 310 and Junior standing. | ||
| OTHER: | |||
| EFFECTIVE DATE: | August 2001 | ||