SANTA BARBARA
CITY COLLEGE
Department: Early Childhood Education
Subject Area
and Course Number: ECE 128
Course
Title: Observation and Assessment
Discipline: Child
Development
Units: 3
Repeatability: None
Catalog Course
Description: Provides theoretical
framework for understanding the connection between effective observations,
assessments and curriculum planning in early childhood settings. Anecdotal records, rating systems and
multiple assessment strategies are explored. Focuses on the appropriate use of
observation and assessment to document growth, play and learning to join with
families in promoting children's success.
Description
for Schedule of Classes: Explores theoretical aspects of
observing and assessing the young child.
Purpose of observations, advantages and disadvantages of various
techniques, assessments and curriculum planning are covered.
Lecture Hours
Per Week: 3.3
Laboratory
Hours Per Week: None
Plus Hours: None
Prerequisites: None
Co-Requisites: None
Skills
Advisories: Eligibility for English 100 and English
103
Course
Advisories: None
Limitation on
Enrollment: None
Course
Objectives: By the end of this course, students
will be able to:
1.
Describe the
differences between seeing in a physiological way and seeing in an
observational way.
2.
Discuss the
relationship between oneÕs views on development and what one sees when
observing children.
3.
Discuss the steps
needed to prepare to observe.
4.
Identify the role of
behavior in observation.
5.
List the differences
between formal and informal methods of observation.
6.
Define the role of
narrative descriptions in the observation process and discuss the advantages
and disadvantages.
7.
Compare the differences
and similarities between time sampling, event sampling, diary descriptions,
anecdotal records, frequency records, duration records, checklists, and rating
scales as well as the advantages and disadvantages of the methods.
8.
Describe and evaluate
the characteristics, strengths and limitations of common assessment tools in
respect to children's developmental, cultural and linguistic characteristics.
9.
In partnership with
families and other professionals, interpret observational data to inform
teaching responses and strategies.
10.
Embed activities
related to assessment within the play-based learning environments, curriculum
and care routines.
11.
Determine the
relationship between frequency records and duration records and the advantages
and disadvantages of both methods.
12.
Create a child's
portfolio reflective of their development in the 6 domains.
Course Content and Scope:
a.
Purpose of observations
b.
Relationship between
observation and observersÕ perspective
c.
Definition of
observation
2.
Introduction to Growth
and Development
a.
Growth and Development
concepts
b.
Characteristics and
principles of development
c.
Models that influence
developmental theories
3.
General Guidelines for
Observing Children
a.
Steps to observation
preparation
b.
Role of professional
ethics in observation
c.
Factors that affect
observation
d.
Group observation approaches
e.
Cautions about
assumptions in observations
4.
Methods, Behavior,
Plans and Contexts
a.
Methods of observation
b.
Role of behavior in
observation
c.
Relationship of a plan
to observation
d.
Understanding context
5.
Observation and
Recording Methods
a.
Formal and informal
methods of observation
b.
Open and closed methods
of observation
c.
Relationship between
degree of selectivity and method type
d.
Role of inference or
interpretation
6.
Advantages and
Disadvantages of Specific Types of Observations
a.
Narrative descriptions
b.
Time and Event sampling
c.
Diary descriptions
d.
Anecdotal and Duration
records
e.
Checklists and rating
scales
7.
Documentation and
Assessment
a.
Children's products
b.
Observational reports
c.
Portfolios
d.
Informal assessment
tools
e.
Standards-based
assessments
8.
Uses of Observations
and Assessments
a.
Curriculum planning
b.
Observe behavior: Crack
the code
c.
Prevent and solve
problems
d.
Inform teaching
responses and strategies
e.
Team with families to
promote children's success
f.
Facilitate reflective
practice
Methods of Instruction: Class meetings utilizing lecture, discussion, student reports,
audio/visual media, group work and resource speakers.
Required Assignments:
1.
Assigned Readings
2.
Observations
3.
Assessments
4.
Exam (s)
5.
Curriculum plans
6.
Participation in
discussion groups
7.
Reflection papers
8.
Child's Portfolio
Methods of Evaluation: Evaluation of student work is based on organization, thoroughness,
accuracy, and quality of the presentation of the written and oral
assignments. The assignments are
described in detail in the course syllabus and require analysis of reading
material, identification of key concepts, deduction of conclusions about
practical application of the theoretical information and demonstration of
skills in observations. Class
attendance and participation are also considered as part of the evaluation.
Appropriate Texts and Supplies:
Text:
Marion, Marian. Using
Observation in Early Childhood Education, Upper Saddle River, New Jersey, Prentice Hall, 2004.
JS/mej
Rev. October 15, 2007
FRC (12/11/07 gb)