Pellissippi State Technical Community College
                          Fall 2006

ECEd 2070  PO1 11873 Developmental Assessment Methods
MWF 11:50 -- 12:45; MC 120

Instructor          Catherine T. Shafer, PhD    or

Course Description
A study of the basic instruments and checklists leading to competency in screening children for developmental problems. The course will also consider
appropriate community support programs and referral procedures. Laboratory observation and interaction.

Required Text
Week by Week: Documenting the Development of Young Children (3rd Edition) by Barbara Ann Nilsen (2004).
Thomson Delmar Learning, ISBN 1-4018-7092-9

A. Attendance Policy:
Pellissippi State Technical Community College expects students to attend all scheduled instructional activities.  As a minimum, students in all courses must be
present for at least 75 percent of their scheduled class and laboratory meetings in order to receive credit for the course.
B. Academic Dishonesty:
Plagiarism, cheating and other forms of academic dishonesty are prohibited.  A student guilty of academic misconduct, either directly or indirectly through
participation or assistance, is immediately responsible to the instructor of the class.  In addition to other possible disciplinary sanctions that may be imposed
through the regular Pellissippi State procedures as a result of academic misconduct, the instructor has the authority to assign an F for the exercise or
examination or to assign an F in the course.
C. Students with Disabilities:
If you need accommodations because of a disability; if you have emergency medical information to share; or if you need special arrangements in case the
building must be evacuated, please inform me immediately. Please see me privately after class or during office hours. Students must present a current
accommodation plan from a staff member in Services for Students with Disabilities (SSWD) in order to receive accommodations in this course. SSWD may be
contacted by going to Goins 125, 127, or 131 OR Alexander 105 OR by phone 694-6751 (voice/TDY), 539-7153, 539-7091, or 539-7249.  
Course Schedule

Monday, August 28
Introduction, review textbook; go over syllabus, assignments, expectations
Wednesday, August 30
Observation activities; read introduction
Friday, September 1
Web Quest; remain on introduction
Monday, September 4
NO SCHOOL -- Martin Luther King, Jr. Day
Wednesday, September 6
Portfolios activity
Friday, September 8
Finish portfolios activity
Monday, September 11
Developmental Assessment
Wednesday, September 13
Using class list log to look at separation and school adjustment
Read chapter 1
Friday, September 15
Legal, Ethical, and Professional Responsibilities in Assessment
Monday, September 18
Using anecdotal records to look at self-care
Read chapter 2
Wednesday, September 20
Why, What, When to Assess
Friday, September 22
Using checklists to look at physical development
Read chapter 3
Monday, September 25
Documenting and Recording Information
Wednesday, September 27
Using running records to look at social development
Read chapter 4
Friday, September 29
Collecting Data
Monday, October 2
Using frequency counts to look at emotional development
Read chapter 5
Wednesday, October 4
Friday, October 6
Monday, October 9
Interpreting Data
Wednesday, October 11
Using conversations to listen to language and speech
Read chapter 6
Friday, October 13
Compiling and Summarizing Data
Monday, October 16
Wednesday, October 18
Using time samples to look at attention span
Read chapter 7
Friday, October 20
Laws for children with disabilities; categories
Monday, October 23
Using standardized tests to look at cognitive development
Read chapter 8
Wednesday, October 25
Friday, October 27
Using rating scales to look at literacy
Read chapter 9
Monday, October 30
Screening vs. Diagnostic tests
Wednesday, November 1
Using work samples to look at creativity
Read chapter 10
Friday, November 3
Monday, November 6
Wednesday, November 8
Using assessment results and data
Friday, November 10
Using technology to look at sociodramatic play
Read chapter 11
Monday, November 13
Communication and collaboration
Wednesday, November 15
Using documentation for child abuse suspicions and looking at self-concept
Read chapter 12
Friday, November 17
Organizing for assessment
Monday, November 20
Using program assessments to look at children in groups
Read chapter 13
Wednesday, November 22
NO SCHOOL!! -- get ready for Thanksgiving
Friday, November 24
Monday, November 27
Using the portfolio to conference with families and looking at the child's
interactions with adults
Read chapter 14
Wednesday, November 29
Organizing the classroom for assessment
Friday, December 1
Using the yearly plan to observe and record children's development
Monday, December 4
Take a well earned break OR catch up
Wednesday, December 6
Review for last test
Friday, December 8

GET THE BOOK!!  Get a notebook for a journal (loose leaf so you can
add stuff)

Follow the syllabus above for reading, except do the following
assignments instead of the expectations listed above:
Week 1 -- GET BOOK and START READING!!!!

Read the introduction from page 1 to 7. Follow this LINK and watch the video clip. When you are done with the clip, follow THIS LINK
and answer the questions in your journal, and write on the top "Activity 1: First Look". THEN watch the video clip again and fill in the answers a
second time, and title this one
"Activity 2: Second Look" Write in your journal why I forced you to do this activity. What purpose did it have?

B.                Read the introduction, pages 7 -- 12 about Portfolios. On a journal page, write your current understanding of portfolio assessment.  In
your textbook,
page 11, do the exercise at the top of the page. When you are done writing your responses, reflect on the meaning of time and
possibly slow steps to an accurate assessment of a child.

C.                Go to any resource you have, including the Internet, and get some milestone charts for all phases of child development, FOR THE
Make a copy and add to your journal. Additionally, do you think that you need other age milestones
charts? Why or why not? Write your answer in your journal, and add the other pages if you think it is necessary.

Week 2 -- Using the Class List Log to Look at Separation and School Adjustment

               Do the observation exercise on the bottom of page 23. Try to continue to increase your observation skills. Then read all of
chapter 1.

                HERE are your instructions for watching the next video. Follow these instructions EXACTLY. Keep an exact tally of the number of
times the players in WHITE SHIRTS pass the basketball between themselves.
Write your number in your journal. OK?  WATCH THIS  
video.   After you have written your tally, watch the video again, this time without counting. Do you have anything else to say about this video?
What was the purpose of watching it?
(3 1/2 minute Simpson video)

C.                 For your future use, and for purposes of reinforcing, try to list (without copying) the advantages and disadvantages of using a class
list log
to do assessments. Can you think of a time that this would be a good way to assess?

D.                 Already, you should have a few ideas about a few rules involving assessment. Make note of these:

ALWAYS record your assessment data as ACCURATELY as possible -- FACTS ONLY -- absolutely NO speculation should be made at this
gathering point. Remember that the data you are collecting can become part of a permanent file, and it is not your responsibility to even speculate
on a diagnosis for any child.

In other words,

of children at any point, even such things as "he drew a pretty picture" has within it a non-objective  assessment.  Be strict about
not categorizing the child prematurely. Remember that you are ultimately responsible for  this data, and you will be accountable to the
administration of the school and to the parents if you add erroneous information.

Your role as an observer at this point is to
describe what you see, document it, and measure progress (compare to old data).

You must DATE and INITIAL (or sign) any data that you collect.
You have to be willing to accept responsibility for the data which you gather.

CONFIDENTIALITY is most important. It is never your right or privilege to discuss the data that you have gathered with your friends or family.
Also maintain this same reticence with talking with other staff members or the child's family. If you said this to a parent: "Well, we have been
watching Brenda because she is displaying characteristics of autism" what do you think would be the end result? Is this an appropriate way to talk
to family members?

RESPECT the families of your children, even if you find their lifestyles disagreeable. Kindness and respect should always be shown to
never complaining, satirizing, or criticizing of the parents OR the child.  

Do the exercise at the bottom of page 28. Put it in your notebook.

F.                         Define the following terms (there is a glossary available on this website; follow the links for the right letter . . . or use your
stranger anxiety
     separation anxiety
     secure base
     good-bye rituals
     coping mechanisms

                       Check out page 35 (Family Information Form) and page 36 (Gross and Fine Motor Checklist from Ages and Stages
Assessment Tool). What is your initial impression of these scales? Do they seem reasonable and usable to you?

H.                         What kind of technology would be useful for doing class list log assessments?

PUT YOUR NOTEBOOK IN MY BOX BEFORE NOON on FRIDAY, SEPTEMBER 15. I will grade them over the weekend and return
them to the box by noon on Monday, September 18. I will put new stuff in your notebook for you, maybe.

If you click on
THIS LINK, you will go to the new assignments for the next two chapters. And ignore the questions for the Aqua Harp
assignment, above, because you have already used them.