ECED 390 - Assessment Methods

Credits: 5
Variable Credit Course: No

Lecture Hours: 55
Lab Hours: 0
Worksite/Clinical Hours: 0
Other Hours (LIA/Internships): 0

Course Description: Designed to equip future educators with the knowledge and skills needed to assess individual and group performance effectively across cognitive, linguistic, social, emotional, and physical development areas. Explores a wide range of assessment strategies and techniques to ensure fair, accurate, and meaningful evaluations of learners’ progress and development.

Prerequisite: EDUC 303 and EDUC 315 with a C or higher; and ECED 101 with a C or higher or concurrent enrollment.
Meets FQE Requirement: No
Integrative Experience Requirement: No

Student Learning Outcomes

Contrast the use of formative and summative assessments.
Engage learners in various ways to demonstrate knowledge and skills as part of the assessment process.
Use formative assessment to identify learners’ readiness for learning within specific content areas.
Build assessment partnerships with families and professional colleagues.
Identify linguistic and cultural biases within assessment instruments when working with English language learners.
Employ technology to enhance assessment practices and address learner needs effectively.
Demonstrate ethical assessment practices, including providing accommodations for learners with disabilities and language learning needs, involving learners in assessment processes, utilizing multiple assessment types, and using assessment data to identify strengths and promote growth.
Describe principles, instruments, and methods of reliable and valid assessment related to the education of English language learners.
Describe the importance of Washington Kindergarten Inventory of Developing Skills assessment for children and families transitioning into Kindergarten.
Analyze existing assessment tools by searching for any bias inherent in their design.

Course Contents

Formative and summative assessments.
Various ways to demonstrate knowledge and skills as part of the assessment process.
Formative assessment to identify learners’ readiness for learning within specific content areas.
Assessment partnerships with families and professional colleagues.
Linguistic and cultural biases within assessment instruments when working with English language learners.
Technology to enhance assessment practices and address learner needs effectively.
Ethical assessment practices, including making accommodations for learners with disabilities and language learning needs, actively involving learners in assessment processes, utilize multiple assessment types, and using assessment data to identify strengths and promote growth.
Principles, instruments, and methods of reliable and valid assessment related to the education of English language learners.
Washington Kindergarten Inventory of Developing Skills assessment for children and families transitioning into Kindergarten.
Existing assessment tools and any bias inherent in their design.

Instructional Units: 5