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HDF 400, week 3

by: Amanda Notetaker

HDF 400, week 3 HDF 400

Amanda Notetaker

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About this Document

Classroom Assessment
Developmental assessment of Children
Dr. Joellen Lewsader
Class Notes
25 ?




Popular in Developmental assessment of Children

Popular in Human Development

This 2 page Class Notes was uploaded by Amanda Notetaker on Wednesday February 3, 2016. The Class Notes belongs to HDF 400 at Central Michigan University taught by Dr. Joellen Lewsader in Winter 2016. Since its upload, it has received 12 views. For similar materials see Developmental assessment of Children in Human Development at Central Michigan University.


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Date Created: 02/03/16
HDF 400 – Developmental Assessment of Children Big Ideas – Week 2 – Classroom Assessments Why is it important to assess the environment young children spend time in?  It’s difficult to assess young children developmentally appropriately and accurately.  Standardized scores for children under the age of 8 years old can be unreliable.  Research links high quality early care and education experiences with positive outcomes in all domains both short and long term.  Latest research shows these positive effects last into the high school years  The higher the quality—the more positive the effects.  Greatest areas of growth can be found in children who are from families with low SES (socio economic status). AS A RESULT  Classroom/program assessment tools are used instead of or in conjunction with formal standardized testing for high stakes evaluations. Professional Standards  Core knowledge and core competencies for early childhood care and education professionals revised (Michigan)  NAEYC professional standards  Licensing standards  Accreditation standards Types of quality characteristics  Structural o Concrete items, adult-child ratio, materials, lighting, furniture, etc.  Process o Relationships, teacher-child interactions, staff interactions, etc. 3 classroom/program assessment tools o CLASS  Measures primarily process quality or interactions  Toddler  Pre-k  K-3 o ERS  Primarily looks at structural quality—staf, policies, procedures, etc..  ECERS-R (ages 30-60 months)  ITERS-R (ages birth- 36 months)  FCCERS-R (ages birth thru school age in a family child care)  SACERS (school aged) o PQA (program Quality Assessment)  Developed by High Scope


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