This course provides exposure to a variety of assessment techniques in early childhood education, including children with special needs. There is a focus on structured observations, use of behavioral rating scales, psycho-educational screening tests, and assessment of parent-child interactions. Formal and informal parent contacts, interviewing techniques, the use of technology in the assessment process, and referrals to school and community resources are also explored. Emphasis is placed on developmental and differentiated assessment strategies for children birth through age 8.
This undergraduate course is 5 weeks.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Arkansas, California, Connecticut, Iowa, Idaho, Kentucky, Massachusetts, Michigan, Minnesota, Missouri, Nebraska, New York, Texas, Wisconsin, Wyoming and individuals who reside outside the United States.
- Identify key elements of assessment in an early childhood learning environment.
- Identify key terminology used in early childhood assessment.
- Identify the goals, benefits, and uses of assessment in an early childhood setting.
- Analyze the role of assessment in the early childhood classroom as it relates to designing and implementing effective programs and practices.
- Analyze how developmentally effective assessment positively influences early childhood development and learning.
- Analyze how historical, social, and cultural aspects of assessment have had an impact on current issues and trends in early childhood assessment.
- Identify the legal and ethical aspects of assessment in early childhood.
- Implement a range of assessment tools and approaches for gathering, documenting, interpreting, and analyzing assessment results in early childhood education.
- Identify how to interpret observations and reflect on their significance in an early childhood setting.
- Analyze the characteristics of assessment tools and approaches that are developmentally, culturally, and linguistically effective for the early childhood environment.
- Identify the significance of creating early childhood assessment partnerships with families, community, and other professionals
- Analyze methods for positively communicating with families, community, and other professionals when reporting early childhood assessment results.
- Examine how to use assessment results to make developmentally effective modifications to the learning environment.
- Analyze the use of assessment results to plan developmentally effective instructional strategies and activities.
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.