04 Jun ECE 354 Week 1 Journal Guess The Meaning NEW
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Ashford ECE 354 Week 1 Journal Guess the Meaning
Guess the Meaning [CLO: 1]. Due by Day 7. As you have discovered throughout this first week, “assessment is an essential educational tool that complements curriculum and instruction” (Howard, V. F., & Aiken, E., 2015, p. 11). In order to effectively utilize this essential tool, it is helpful to have an understanding of the language most commonly used in assessment. To begin this journal, you will need to complete “The Language of Assessment” interaction that is located within the Summary and Resources in Chapter 2 of “Assessing learning and development in young children.”
After completing the activity, reflect on the following questions:
• How did the activity help to increase your knowledge of vocabulary related to assessment?
• What assessment terms are you still confused about?
• How did completing this activity help you to feel more confident about the content you will be learning in this course?
Suggested Assignment Length: One to two double-spaced pages (not including title and reference pages).
ECE 354 Week 1 Assignment Determining the Observation Site
Ashford ECE 354 Week 1 Assignment Determining the Observation Site
Determining the Observation Site [CLO: 3]. Due by Day 7. For Weeks Two and Five of this course, you will be asked to complete an assessment as well as a developmental screening on a young child. For this Learning Activity, you will find a child to observe for both of these assessments. Before selecting a child to work with, ensure he/she will be available during the next five weeks, as you will need to observe them on more than one occasion. If you are currently working with children, you may request permission to observe and work with a child in your class or center. If you are not currently working with children, or do not have children of your own (one to eight years of age), you will need to use the videos provided below for your observations.
To access the videos, go to The Colorado Department of Education’s Results Matter Video Library- Practicing Observations and scroll down the list to find the titles of the videos for the child you choose from the table below. To locate transcripts for these videos, please click HERE. Please make sure to watch all of the videos listed in the table below for your chosen child.
You must ensure that you can observe and assess the child on multiple occasions. You will need a minimum of two different assessment times, three is preferable. You also must ensure that you are working with the same child for all required assessments during this course.
ECE 354 Week 1 DQ 1 The Assessment-Learning Process
Ashford ECE 354 Week 1 Discussion 1 The Assessment-Learning Process
The Assessment-Learning Process. [CLOs: 1, 2]. 1st Post Due by Day 3. As you read in Chapter 1 of your course text, the assessment-learning process consists of a continuous cycle of assessment, planning, and teaching. It is important to consider that the cycle both begins and ends with assessment. “In between assessment there is continuous planning, teaching, and learning” (Howard, V. F., & Aiken, E., 2015, p. 16). In order to be effective caregivers and educators, we must first understand the purpose of assessment. Once we understand the “why,” we can then focus on the “how.” For this discussion you will reflect on the why, and begin to plan how to move forward in the assessment-learning process.
To prepare for your first discussion, view the Early Childhood Assessment Purposes video. For a transcript of the video, please click HERE. Include the following in your discussion post:
• According to Pretti-Frontczak (2015), there are six main purposes of assessment: Developmental and Behavioral Screening, Eligibility under IDEA, Planning Instruction, Revising Instruction, Program Evaluation, and Accountability. For this discussion you will choose one of these six purposes of assessment and locate a scholarly resource that provides a rationale for this purpose of assessment.
• Discuss why your chosen assessment purpose is important for young children and what some of the detriments or problems are, if any. Support this portion of your post with the scholarly resource you located in the step above.
• Identify how you know where to begin when using assessments with children. Provide specific examples.
• Analyze the importance of goal setting. What are the implications for improper goal-setting?
• Explain what the next steps are if an assessment does not yield comprehensive results.
• Defend why using multiple measures of assessment is considered a best practice. Include at least two reasons and support your rationale with the text and at least one scholarly resource
ECE 354 Week 1 DQ 2 Assessment In Early Childhood
Ashford ECE 354 Week 1 Discussion 2 Assessment in Early Childhood
Assessment in Early Childhood [CLOs: 1, 2]. 1st Post Due by Day 3. When using assessments with young children, it is important to make sure that they are being used appropriately and with a specific purpose in mind. The National Association for the Education of Young Children (NAEYC) is an important resource to use as you are making decisions about assessment in early childhood. According to Howard, V. F., & Aiken, E. ( 2015), “NAEYC takes the position that assessment in ECE is not only unique and valuable but also vital to implementing developmentally appropriate practices and the success of individual children, their families, ECE professionals, and ECE programs” (p. 60). Developmentally, young children have distinct needs when it comes to assessment, as the traditional paper/pencil assessment is not appropriate.
Therefore, it is important that assessment in early childhood is approached in a developmentally responsive manner, always considering the individual needs of this age group. For this discussion you will reflect on the similarities and differences between assessment with older children and assessment in early childhood, and explore the unique ways in which assessment in early childhood is conducted.
Include the following in your discussion post:
• Explain why it is necessary to approach assessment in early childhood differently than assessment with older children.
• In what ways are assessments similar, regardless of theageofthechildren?
• Inwhatwaysareassessmentsinearlychildhooddifferent?
• Identify how play-based, project-based, and child-directed learning support the implementation of developmentally appropriate practice in early childhood.
• Compare and contrast your personal stance on assessment with that of either NAEYCor the Division for Early Childhood (DEC). In what ways do they align? In what ways do they differ? Use Chapter 2 of the course textbook to support your response.
• Determine what, in your opinion, the role of families is in the assessment-learning process. Thinking about the age of children you desire to work with and the unique needs of that age group, how do you envision working with families during the assessment process? Provide specific examples.
ECE 354 Week 2 Assignment Observation
Ashford ECE 354 Week 2 Assignment Observation
Observation [CLOs: 3,4]. Due by Day 7. In Week One of this course, you were asked to find a child to observe. Using the plan that you created in the second discussion forum this week, you will observe the child using the requirements below and summarize your observation. This can be done in one sitting, or it can be done in two since you will be conducting two different observations. Two is preferable for accuracy of assessment.
For the observation, you will need to:
• Be sure you have the permission of the child’s parent or guardian.
• Exclude any identifying information for this child (e.g., last name).
• Follow the guidelines for minimizing bias shared in section 4.1 of the course textbook.
• Familiarize yourself with sections I-1.6 – I-1.11 of the NAEYC Code of Ethical Conduct regarding assessments.
• Be sure you have the appropriate materials ready:
o You will need either a Running Record Form or an Anecdotal Record Form, whichever you choose. For this form, you will choose one developmental domain to observe (e.g., cognitive, physical, motor, or language).
o You will need either a Time Sampling Form or an Event Sampling Form, whichever you choose. For this form, you will choose one developmental domain to observe (e.g., cognitive, physical, motor, or language).
o Example: Assessing “Bobby,” I would first observe his motor development using an Anecdotal Record Form. In a different sitting, I would observe his cognitive development using an Event Sampling Form.
For the assignment, you will need to include:
Content Expectations
• Qualitative Observation (2.25 points): A copy of the completed Running Record Form or Anecdotal Record Form (Remember, this should address one domain).
• Quantitative Observation (2.25 points): A copy of the completed Time Sampling Form or Event Sampling Form. (This should address a different domain).
• Observation Summary (2.75 points): A one- page summary of the observation(s). In this summary, include:
o How you feel the observation went and why.
o How receptive you feel the child was and why you feel that way. (If using one of the video options, state the reaction of the child upon being videotaped as you see it.)
o The most challenging aspect of this observation.
o The most enjoy able aspect of this observation.
o What you learned from this experience.
o What you would change next time.
• Developmentally Appropriate Activities (2.25 points): A one-page discussion providing some developmentally appropriate activities you might implement for this child to foster growth in each of the developmental domains you observed, and why those activities are a good fit for this child. Use at least one scholarly source to support your discussion.
• Ethical Code of Conduct (1 point): A paragraph explaining how you upheld sections I-1.6 – I-1.11 of the NAEYC Code of Ethical Conduct while conducting your observations. Make sure to provide specific examples to support your explanation.
ECE 354 Week 2 DQ 1 Validity And Reliability
Ashford ECE 354 Week 2 Discussion 1 Validity and Reliability
Validity and Reliability [CLO: 2]. 1st Post Due by Day 3. “Whether discussing formal or informal assessments, the assessment process must have integrity across an assessment’s development, use, and analysis” (Howard, V. F., & Aiken, E., 2015, p. 93). Before beginning the discussion, make sure you have read section 3.4 of our textbook that discusses the importance of reliability and validity in assessment. Next, watch the following videos on test validity and reliability:
1. a) Introduction to Test Validity. To view a transcript of the video, please click HERE.
2. b) Reliability. To view a transcript of the video, please click HERE.
Then, address the following:
• Summarize your understanding of reliability and validity, including how they are related.
• Explain the importance of reliability and validity in assessment.
• Analyze the following situation:
o Acenterorschoolislookingforanassessmentinstrumenttomeasurereadingability.Theselection has been narrowed to two possibilities:
• Test A shows measures of strong validity, but there is no information about its reliability.
• Test B includes measures of strong reliability, but there is no information about its validity.
o Which test would you recommend? Be sure to include a comprehensive rationale with three reasons that support why you chose the test you did.
ECE 354 Week 2 DQ 2 Observation Plan
Ashford ECE 354 Week 2 Discussion 2 Observation Plan
Observation Plan [CLOs: 1, 2]. 1st Post Due by Day 3.
OBSERVING YOUNG CHILDREN VIDEO
“According to child development specialists, one of the most accurate ways to learn about children is to observe them in daily activities” (Wortham, 2012, p. 117). Among the many types of qualitative and quantitative observation tools discussed in Chapter 4, anecdotal records, time sampling, and event sampling are widely used in schools and centers across the nation. Another commonly used form of observation is a running record. For this discussion, you will begin to develop a plan for the observation types you will use in your written assignment this week, which involves the observation of an actual child. Here is what you are asked to do:
• Qualitative Observation Tools: You will need to choose either an anecdotal record or running record as your form of qualitative observation to use. If you need more clarification about anecdotal and running records before choosing which tool you will use, review section 4.2 of the course text or read the optional resources Anecdotal Records and Running Records. For the qualitative observation tool, you choose, address the following:
o Describethisqualitativeobservationtoolandexplainitscharacteristics.
o Discuss whether you will be using this tool to observe social/emotional development, physical development, cognitive development, or language development.
o Explain the purpose for using this tool to assess your chosen domain.
• Quantitative Observation Tools: You will need to choose either time sampling or event sampling as your form of quantitative observation to use. If you need more clarification about anecdotal and running records before choosing which tool you will use, review section 4.3 of the course text or read the optional resources Time Sampling and Event Sampling. For the quantitative tool you choose, address the following:
o Describe this quantitative observation tool and explain its characteristics.
o Discuss whether you will be using this tool to observe social/emotional development, physical development, cognitive development, or language development.
o Explain the purpose for using this tool to assess your chosen domain.
• Discuss how you will eliminate bias from your observation. Be sure to specifically explain how you will use at least three of the nine strategies that are shared in section 4.1 of the course text for eliminating bias from observations.
ECE 354 Week 3 Assignment Curriculum-Linked Assessments
Ashford ECE 354 Week 3 Assignment Curriculum-Linked Assessments
Curriculum-Linked Assessment [CLOs: 3,4]. Due by Day 7. In the discussion forums this week we learned about the use of screening assessments as a tool to indicate a potential concern about a child’s learning and development. After administering screening assessments, a typical next step is to evaluate any areas of concern that were indicated on the screener. One way in which this is accomplished is through creating learning activities and curriculum linked assessments.
“If every intentional activity that goes on in education is part of the curriculum, then these activities should be assessed to determine if children are making progress in the curriculum” (text, section 7.1) Doing this allows for opportunities to assess and evaluate the child’s performance to see where his/her true areas of need are and to determine what further steps might need to be taken. Your assignment this week will give you the opportunity to put the process we just discussed into action. There are four steps to your assignment.
Step 1 (1.5 points): Choose one child from the example document, “Developmental Checklists Birth to Five.” After choosing a child, write an analysis of the child. Your analysis should include the following:
• Which checklist you are using
• The age of the child
• The information that you have learned from the checklist about the child’s strengths and developmental concerns you would have about this child that includes at least three different developmental areas from the checklist.
Step 2 (3 points): Create a learning objective from the child. Using this child and the domain of your choice from The Head Start Child Development and Early Learning Framework domains, choose a learning standard that relates to an area of need for the child you choose based on their checklist. Create a clear learning objective that aligns with this standard, which you can use to measure the child’s performance on the assessment you will create in Step 3.
For example, if the screener indicated that the child struggles with identifying shapes, you would choose to focus on a shape skill from the Mathematics Knowledge and Skills Domain. Your objective might be the child will be able to identify colors correctly at least 80% of the time.
Another example would be if the screener indicates that the child struggles to cooperate with others, you would choose a cooperation skill from the Social and Emotional Development Domain. Your objective for this might be the child will be cooperating when playing with a partner at least 90% of the time.
If you need assistance with how to create effective learning objectives, please view the Objectives section of the ECE/CD Lesson Planning Handbook that is available with your Constellation materials for the course or review section 7.1 of the course text. In your assignment include the following:
• The learning standard you chose from the The Head Start Child Development and Early Learning Framework
• A clear and measurable learning objective
• A rationale that explains why you developed the learning objective you did and how it aligns with yourlearning standard. Make sure to include evidence from the checklist to support your choice.
Step 3 (4 points): Develop a curriculum linked developmentally appropriate assessment that assesses your learning objective. You will find helpful guidelines for creating your assessment in Chapter 7 of the text. Also, remember as is stated in section 7.3 of your text, not all assessments are paper and pencil tests so feel free to be creative with your assessment. For example, if you are creating an assessment on shapes you might have the children draw the names of the shapes you say, identify examples of the shapes in the room, or match a picture of the shape to its name. In your assignment include the following:
• An example of or a detailed description of your assessment, along with specifically how you will document the child’s progress. For a more detailed explanation, please review the week three guidance.
Step 4 (2 points): Provide a rationale for your curriculum linked assessment. In your rationale, including the following:
• Explain how you your curriculum linked assessment aligns with the guidelines for teacher developed assessments shared in section 7.3 of the course text.
• Discuss how the level of learning in your objective matches the level of learning on the assessment
• Explain how you will use the results from this assessment to differentiate, accommodate or modify, instruction and intervention. Utilize information from section 7.1- Curriculum Linked to IndividualLearning from your course text to support your explanation.
ECE 354 Week 3 DQ 1 Role Of Screeners
Ashford ECE 354 Week 3 Discussion 1 Role of Screeners
Role of Screeners [CLO: 1]. 1st Post Due by Day 3. In Week Two, we focused on the important role observations play in the assessment of young children. From conducting observations professionals working with young children may have some areas of concern about a child’s development. When this happens, they often use a developmental screener as the next step in ensuring a child’s success. Screeners are a “brief assessment to identify possible problems that may later be further evaluated using more extensive and more accurate assessment” (Howard, V. F., & Aiken, E., 2015, p. 149). In this discussion, we will look at the connection between observations and screeners, the purposes of screeners, and including families in the screening process.
To prepare for your discussion, you will need to read the case study in the introduction of Chapter 5 and watch the Observation, Screening, Assessment, and Documentation video.
Using both the Observation, Screening, Assessment and Documentation video and Chapter 5 of your course text as support, discuss the following:
• Explain the relationship between observations and screeners in the assessment of young children. Include at least two specific examples of how they are connected.
• Discuss how the information shared in the video does or does not align with the screening process shared in the case study in the introduction section of Chapter 5 of the course text. Include at least two specific examples to support your thinking.
• Based on your understanding of the purposes of screeners, how will you use screening in your current or future work with young children? Make sure to include specific examples that are connected to the purposes of assessment shared in the video and the course text.
ECE 354 Week 4 Reflective Journal
Ashford ECE 354 Week 4 Reflective Journal
Reflective Journal [CLO: 1]. Due by Day 7. Throughout this course we have discussed some of the important topics surrounding assessment. There is no question that assessment is important as we have learned over the last four weeks, but it is also a heavily debated topic in education. According to Wortham (2012), “Assessments in the early childhood years have many purposes; some are beneficial for young children, and others are detrimental” (p. 21).
Reflecting back over your coursework so far, as a caregiver, teacher or practitioner, how do the benefits of assessments at any age level directly relate to you and your work with children? What do you feel Wortham means in the above quote that assessments can be detrimental? What might the impact of these detriments be for the child, for you as the caregiver, and for the families? In what ways might culture impact assessments (i.e. language barriers)?
Finally, think back to how you viewed assessment at the start of this course. How have your views of assessment changed? How will the knowledge you have gained of assessment support you in your future work with children?
ECE 354 Week 4 DQ 1 Performance-Based Assessments
Ashford ECE 354 Week 4 Discussion 1 Performance-Based Assessments
Performance-Based Assessments [CLOs: 1,2]. 1st Post Due by Day 3. Chapter 6 examines the purpose of authentic assessment, as well as the pros and cons of using authentic assessments with children. Imagine that your program, school, or center has adopted performance assessment to measure a child’s growth. Your supervisor has asked you to create a letter for families explaining performance assessment. In your letter, you must address the following:
• At least two reasons why using performance assessment with children is a reliable method of measuring growth.
• At least two typical concerns associated with performance assessment and how you will address those concerns.
• At least two different performance assessments that you will use in the classroom and why you will use these assessments.
Guided Response: Review several of your peers’ responses. Respond to at least two of your peers by providing feedback on their letter. Remember to make sure your feedback is professional. When providing feedback to your peers about their letter, be sure to consider the following points:
• What are the overall strengths of the letter? Be specific.
• Are there any points that were not considered in the letter that you think would be beneficial to include?
• What is another type of performance assessment that you believe your classmate should consider including in their letter? Justify why you believe they should include this assessment.
ECE 354 Week 4 DQ 2 Diagnostic Assessments
Ashford ECE 354 Week 4 Discussion 2 Diagnostic Assessments
Diagnostic Assessments [CLOs: 2,3,4]. 1st Post Due by Day 3. “At its core, a diagnostic assessment is a detailed investigation of children’s strengths and skill gaps that permits targeted intervention.” (Howard, V. F., & Aiken, E., 2015, p. 282). Informal diagnostics assessments can and should be developed by professionals who work with young children. This allows them to observe how and what the child is learning so they can make informed decisions about how to help the child. One way to do this is by developing a learning activity that allows you to determine where the child is struggling with a particular skill.
“Diagnostic assessments fall into two types: informal or teacher developed, and formal standardized instruments, which are professionally developed and commercially available.” (Howard, V. F., & Aiken, E., 2015, p. 282) For this discussion we will be focusing on the informal, or teacher developed, diagnostic assessments.
To begin, choose a child from Developmental Checklists Birth to Five. This must be a different child than the one you chose for your Week 3 assignment. Once you have chosen a child, you will need to identify an area of need for the child based on the checklist. Then, include the following as your initial discussion post:
• Based on your own observation, identify the child’s perceived area of need based on the checklist.
• Describe an activity you would do with the child based on the child’s area of need. Include enough detail so that someone else could repeat the activity on their own. (e.g., If you use the checklist for 12- to 24- month-olds and it states that they cannot sort shapes or colors, your activity would contain elements such as naming colors and shapes, identifying colors and shapes, and finding examples of shapes. From completing these activities, you would be able to determine where the child’s struggles are with sorting shapes and colors).
• Explain how using this activity would allow you to be able to determine the child’s specific struggles in this area of need. Be specific.
• Discuss how you used your knowledge of developmental milestones to assist you in creating this informal diagnostic assessment activity.
ECE 354 Week 5 Final Paper Assessment Portfolio
Ashford ECE 354 Week 5 Final Paper Assessment Portfolio
Focus of the Final Project:
As you have learned throughout this course, assessments are used for many purposes. As professionals working with children, we must look at assessment as a driving force behind planning instruction, maximizing growth and development, and developing goals for children in our care. We must begin to understand the relationship between how children are assessed and how assessment data is used. This is a multistep process of gathering data, determining goals for instruction, and then implementing those goals into our work with children. For this Final Project, you will develop a partial portfolio for the child you observed, and, with that information, you will develop instructional goals for that child. This assignment has three parts:
Step 1 (5 points): The first part of this assignment requires you to develop a cohesive statement of purpose, which will serve as the introduction to this assignment. Using information gained from all five weeks of this course you will provide an overview of assessment and state how it applies specifically to your future work with children.
Your statement of purpose must include the following:
• The purpose of assessment.
• How you will utilize assessment when working with children. Make sure to include how this plan forutilizing assessment aligns with your future work.
• How you can use assessment to document children’s work.
• How will you use children’s interests and ideas when assessing?
• How you will use assessment to differentiate instruction and intervention for children who may have aspecial need. Refer back to your Week Three Assignment to assist with this.
Step 2 (5 points): The second part of this assignment requires you to create an assessment portfolio for the child you have been working with. It is imperative to maintain the confidentiality of the child you are working with, so make sure to only include the child’s first name.
For this assessment portfolio:
• Describe the child that you are creating this portfolio for. Include, in paragraph form, the information you provided to your instructor in the week 1 learning activity (remember not to include any identifying information about the child (e.g. last name).
• Observe the child you have been working with using the screening document “Developmental Checklists Birth to Five” from The Early Childhood Direction Center. Make sure to use the appropriate age range for the child.
• After completing the Developmental Checklist Birth to Five, create a diagnostic activity for the developmental area where the child scored the lowest. Make sure to include a statement explaining the purpose of the assessment.
• You will also need the information you compiled on this child from the Week Two Observation Assignment. (Be sure to make any changes recommended by your instructor.) This includes both observation forms: Running Record or Anecdotal Record and Time Sampling or Event Sampling forms.
Step 3 (15 points): The final part of this assignment requires you to create developmentally appropriate instructional goals for this child (based on the age of the child you are working with and all of the data you have gathered).
• 5 points: Create at least three objectives (goals) for each developmental domain: cognitive, physical, social and emotional, and language for a total 15 objectives. If you need assistance with how to create effective learning objectives, please view the Objectives section of the ECE/CD Lesson Planning Handbook that is available with your Constellation materials for the course or review section 7.1 of the course text.
o Along with each objective, provide a corresponding classroom activity that will be used to help this child reach this objective.
• 5 points: You will also create a recommendation plan, which you will share with the child’s family, for helping this child to continue with his or her growth and development at home.
o Summarize how you will communicate with families about the assessments and the information gained from them. Your summary should include how you will connect with the family as well as the type of information you will share with the family. Refer back to your Week One Discussion Two, Week Three Discussion One, Week 4 Discussion One and Week 5 Discussion 2 for ideas to use in your summary.
o Identify three activities that the families of this child can work on at home. Include instructions for completing each of the activities.
• 5 points: Discuss the next steps (intervention plans, referral for further evaluation, etc.) that you would take after connecting with the child’s family about their strengths and areas of need. Make sure to explain how these next steps align with the instructional objectives you created.
ECE 354 Week 5 DQ 1 Standardized Achievement Tests
Ashford ECE 354 Week 5 Discussion 1 Standardized Achievement Tests
Standardized Achievement Tests [CLOs: 1,2]. 1st Post Due by Day 3. Chapter 9 of your course text discusses standardized assessments and explains the difference in the types of standardized assessments. It is important to understand that assessments are standardized when “the same procedures are used every time the test is given” (Howard, V. F., & Aiken, E., 2015, p. 331). Developing the understanding that there are many types of standardized assessments, such as screeners and diagnostic assessments covered in the previous weeks of class, is equally important. Another type of standardized assessment, and one that is hotly debated in education today, is achievement testing. Specifically, achievement testing “is used to measure children’s progress and compare it to other children of the same age” ((Howard, V. F., & Aiken, E., 2015, p. 331)). It is this type of standardized assessment that is our focus for this first discussion post.
To prepare for this discussion, read the “Something’s Wrong with Both Standardized Tests andThe ‘Opt-Out’ Movement” article. Include the following in your initial post:
• Explain, in your own words, what standardized testing is and how it is different from achievement testing.
• Compare and contrast how the different types standardized testing differs from the other forms ofassessment discussed throughout this course. Provide specific examples and support your points with information from the course text.
• Defend one of the quotes below from the article Something’s Wrong with Both Standardized Tests andthe ‘Opt-Out’ Movement. Explain why you support or agree with the quote and provide specific details as to why. Support this portion of your post with the text and at least one scholarly resource.
o Option One: “Federallymandatedstandardizedtestingwasbornfromadesiretoguaranteethe right to individuality and autonomy across socio-economic bounds.” – Jordan Shapiro
o OptionTwo:“Whenseenfromadeskofafederalbureaucrat,standardizedtestsmakemore children stand out.” –Jordan Shapiro
o Option Three: “When seen from the desk-chair of a classroom pupil, children are robbed of the individuality that comes from differentiated instruction.” – Jordan Shapiro
• Propose a solution to the standardized achievement testing debate. How do you feel children should be assessed in both early childhood and beyond? Provide a rationale for your solution.
ECE 354 Week 5 DQ 2 Portfolios
Ashford ECE 354 Week 5 Discussion 2 Portfolios
Portfolios [CLOs: 1,2]. 1st Post Due by Day 3. For your final project this week, you will be developing a portfolio. In order to help you better understand the purpose of your assignment, we want to take a deeper look into the use of portfolios as an assessment tool. Chapter 6 of the course text discusses how portfolios are used to develop a holistic picture of a child’s abilities by providing a framework to gather and evaluate artifacts ((Howard, V. F., & Aiken, E., 2015). As a professional working with children, your role in portfolio assessment is a vital one. For this discussion, we will focus on the importance of portfolio assessment in the classroom or childcare center.
• Discuss how portfolio assessments support you as a professional in your quest to ensure the growth of the children with whom you work. Make sure to include specific examples of the purposes of portfolios to support your thinking.
• Explain how you will manage the logistical piece of using portfolio assessments. Reference section 6.2 Portfolio Logistics from the course text to support your explanation.
• Describe the different types of evidence that are included in portfolios. Make sure to explain the role the children will play in this piece of the portfolio process.
• Discuss how you will include families in the portfolio assessment process, and why this important to the portfolio process.
• Explain how the portfolio process you will use with children mirrors the portfolio you are creating for your final project in this course.
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