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FCNS 231 study guide

by: Alecia Ryan

FCNS 231 study guide FCNS 231

Alecia Ryan

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This study guide covers exam 1
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This 2 page Study Guide was uploaded by Alecia Ryan on Saturday April 16, 2016. The Study Guide belongs to FCNS 231 at Northern Illinois University taught by Lisa SCHMIDT in Spring 2016. Since its upload, it has received 17 views. For similar materials see FCNS in Child Development at Northern Illinois University.

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Date Created: 04/16/16
FCNS 231                                          231 EXAM STUDY GUIDE                                               Course Objectives that will be met: 1. Identify reasons for observing young children. 2. Compare and contrast differences among observational techniques. 3. Identify issues related to observer subjectivity and bias. 4. Select appropriate observational techniques. 5. Identify ethical issues and considerations involved in child study and observation. When studying, generate examples for the different concepts, including assessments/observations. Wortham Chapter 1: 1. Identify reasons for assessing. 1. to move from more traditional strategies of assessing for knowledge and facts to assessing the  students ability to reason and solve problems.  2. should link curriculum and instruction with program instruction with program objectives for young  children  3.  to incorporated a multidensional approach to measurement / dynamic assessment approach that  benefit the child, parents, caregivers, and teachers. benefit individual children and to improve early childhood programs 5. help enhance curriculum choices, help teachers collaborate with parents,, and help ensure that the  needs of children are addressed apprpiately  2. Identify historical and legislative events related to assessment Legislation (Why needed?)                      a.  Head Start in 1964 for 3­5 year olds                      b.  PL :  94­142 ­ Ed for all Handicapped                              Children (3­21 yrs) in 1975                      c.  PL :  99­457 ­ Ed for the Handicapped Act                              Amendments:  Federal Preschool Prog                             (3­5) & Early Intervention (0­2) in 1986 (meeting the needs of ALL children)                      d.  PL :  101­576 ­ Americans w/ Disabilities                            Act (ADA) in 1990 for all ages (“Mainstreaming” replaced by _____________) Historical­ has evolved from the child study movement, the development f standardized test, Head Start  andother federal programs funded in he 1960s, the passage of Public Law 94­142 (now called the  Disabilities Eduation Improment Act), and the Public Law 99­457 (an expansion of 94­12 to include  toddlers, infants, and prescholers). (p. 4) 3. Identify current trends & issues related to assessment Trends­ 3.Authentic:  must have some connection to the real world (must have a meaningful context)  emrerges from the childs accomplishments                    4. Performance:  permit the child to demonstrate what is understood through the performance of  a task or activity. Applied  through the use of portfolios provides a view of what the child can understand  and use                5. Documentation: a process of collecting and displaying childrens work on projects to assess  their skill development and instructional needs.Current: states have now set standards, developed  assessment systems, and assigned responsibilities of meeting the goals and designating rewards and  sanctions to achievement levels. NCLB no child left behind act. Assessing the use of standardized tests to  provide accountability for what students learned.  Issues: States were evaluating school systems on the basis of availiable resources rather than performance,  need of accountability by mioving fform a focus of curriculum offerings and funding levels to standards­ based accountability Wortham Chapter 2  G & E Chap. 1: 1.       Identify principles for assessment              2.         Identify how infants and young children are assessed.       4.         Identify the components of an assessment system. 5.       Identify how to use assessment results. 6.       Identify the process of assessment of young children. 7.       Identify the guidelines used when assessing young children. Wortham Chapter 5 and 6: 1. Identify major purposes and uses for observation. Purposes: understand, assess, & evaluate current dev.; instructional planning , record keeping, & communicating w/ parents 2. Identify and select types of observation. Compare and contrast those types. 3.       Identify the developmental skills when observing all areas of development. 4.         Identify and select appropriate observation guidelines. 5.         Identify advantages and disadvantages of using observation for evaluation. 6.       Identify and select types of sampling and advantages & disadvantages. 7.         Identify and select recording types & their advantages and disadvantages.   Wortham Chapter 7 & G & E Chap. 2: 1. Identify purposes, types, advantages, & disadvantages of checklists & when & how to develop.      2.         Identify purposes, types, advan, & disadvan of rating scales & rubrics & when & how to develop. Wortham Chapter 8: 1. Identify 5 purposes of teacher­designed assessments 2. Identify types of tests used with preschool children 3. Identify types of tests used with children who are able to read 4. Identify 5 ways in which teacher designed assessments are designed and used 5. Identify the 5 steps in test design 6. Identify the ABCD acronym in writing behavioral/instructional objectives 7. Identify the advantages/disadvantages in teacher­designed strategies


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