Faculty of Education and Arts
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Assessing and Evaluating Young Children's LearningUnit Code
ECS3260Year
2015Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit focuses on the cyclical nature of observing, assessing, planning and teaching within families, early childhood education and care settings. It explores the processes used to collect, document, monitor, interpret and critically analyse assessment data and to report on childrens learning and development. Students will examine a range of formal and informal assessment methods with reference to current theoretical and practical perspectives and the implications for making professional judgements about teaching and childrens development and learning.
Equivalent Rule
Unit was previously coded EDU3265, WPL3110
Learning Outcomes
On completion of this unit students should be able to:
- Analyse, design and use a range of appropriate observation and assessment methods across early childhood education and care settings.
- Critically reflect on current theories of assessment in early childhood systems and settings.
- Demonstrate an understanding of assessment as a basis for future planning and teaching.
- Design appropriate assessment plans for implementation across a range of early childhood education and care settings.
- Examine ways of responding to assessment data and reporting to systems and families.
- Make explicit links between observations and the documentation of children's development and learning.
Unit Content
- Communicating with stakeholders about childrens' progress and achievements.
- Current issues and trends in observation and assessment in early childhood education.
- Current principles and policies of observations, assessment and evaluation.
- Diagnostic and evaluation tools for assessing young childrens' achievement and progress and for the purpose of early intervention.
- Formal and informal assessment tools and strategies.
- Interpreting observation and assessment data and making professional judgements about future learning and development.
- The assessment, planning and teaching cycle.
- Ways of documenting children's learning and development.
Additional Learning Experience Information
Lectures Collaborative group work Workshops Professional reading
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Assignment | 60% |
| Examination | Examination | 40% |
Text References
- Wortham, S. (2012). Assessment in early childhood education. (6th ed.). Upper Saddle River: Pearson Education.
- Puckett, M., & Black, J. (2008). Meaningful assessments of the young child. (3rd ed.). Upper Saddle River: Pearson Education.
- Mindes, G. (2011). Assessing young children. (4th ed.). Upper Saddle River: Pearson Education.
- McAfee, O., & Leong, D. (2011). Assessing and guiding young childrens' development and learning. (5th ed.). Boston: Allyn and Bacon.
- Bentzen, W. (2009). Seeing young children: A guide to observing and recording behaviour. (6th ed.). Clifton Park, NY: Thomson Delmar Learning.
Journal References
- International Journal of Educational Research.
- Infant and Child Development.
- European Early Childhood Education Research Journal.
- Journal of Early Childhood Education.
- Australasian Journal of Early Childhood.
Website References
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
ECS3260|1|1
Faculty of Education and Arts
School: Education
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Assessing and Evaluating Young Children's LearningUnit Code
ECS3260Year
2015Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit focuses on authentic assessment and evaluation practices of young children's learning in early childhood settings. It explores the processes used to collect, document, monitor, interpret and critically analyse assessment data and to report on children's learning and development. Students will explore the issues and challenges as outlined in contemporary educational research. Students will examine a range of formal and informal assessment methods with reference to current theoretical and practical perspectives. The implications for making professional judgements about teaching and children's development and learning will be explored.
Equivalent Rule
Unit was previously coded EDU3265, WPL3110
Learning Outcomes
On completion of this unit students should be able to:
- Analyse, design and use a range of appropriate observation and assessment methods across early childhood education and care settings.
- Critically reflect on current theories of assessment in early childhood systems and settings.
- Demonstrate an understanding of assessment as a basis for future planning and teaching.
- Design appropriate assessment plans for implementation across a range of early childhood education and care settings.
- Examine ways of responding to assessment data and reporting to systems and families.
- Make explicit links between observations and the documentation of children's development and learning.
Unit Content
- Communicating with stakeholders about childrens' progress and achievements.
- Current issues and trends in observation and assessment in early childhood education.
- Current principles and policies of observations, assessment and evaluation.
- Diagnostic assessment tools for assessing young children's achievement and progress and for the purpose of early intervention.
- Formal and informal assessment tools and strategies.
- Interpreting observation and assessment data and making professional judgements about future learning and development.
- The assessment, planning and teaching cycle.
- Ways of documenting children's learning and development.
Additional Learning Experience Information
Lectures Collaborative group work Workshops Professional reading
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ON CAMPUS| Type | Description | Value |
|---|
| Assignment | Assignment | 60% |
| Examination | Examination | 40% |
Text References
- McAfee, O., & Leong, D. (2011). Assessing and guiding young childrens' development and learning. (5th ed.). Boston: Allyn and Bacon.
- Mindes, G. (2011). Assessing young children. (4th ed.). Upper Saddle River: Pearson Education.
- Puckett, M., & Black, J. (2008). Meaningful assessments of the young child. (3rd ed.). Upper Saddle River: Pearson Education.
- Wortham, S. (2012). Assessment in early childhood education. (6th ed.). Upper Saddle River: Pearson Education.
- Bentzen, W. (2009). Seeing young children: A guide to observing and recording behaviour. (6th ed.). Clifton Park, NY: Thomson Delmar Learning.
Journal References
- Australasian Journal of Early Childhood.
- Journal of Early Childhood Education.
- European Early Childhood Education Research Journal.
- Infant and Child Development.
- International Journal of Educational Research.
Website References
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
ECS3260|1|2
