Course Code

Course Description Assessment of Children’s Development and Learning

A.Y.
Term
Revision Date

VISION MISSION

Program Outcomes (from CMO No. 74, s. 2017 p. 4):

1. Demonstrate in-depth understanding of the diversity of learners in various learning areas

2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Course Information
Course Name Assessment of Children’s Development and Learning Course Code
Pre-requisite subjects Course Credit 3 units, 3 hr / week(18 weeks, 54 hr in total)
Course Requirements
Grading system

Course Description BTIs

covered
This course focuses on the various aspects of assessment of young children’s development and learning. It focuses on developing knowledge of the
design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements. It
applies different types of quantitative and qualitative assessment methods for determining children’s development and learning. It provides
experiences on the different stages of the whole assessment process, including monitoring and reporting in actual early childhood settings. It
demonstrates an understanding of the role of assessment data as feedback in teaching and learning practices and programs.

Course Learning Outcomes

At the end of the course, the pre-service teachers can:

A. explain the use of diagnostic, formative, and summative assessment strategies consistent with curriculum requirements;
B. demonstrate familiarity with a range of strategies for assessing and communicating learners needs, progress and achievement;
C. demonstrate understanding of the role of assessment data to improve young learner’s development and learning;
D. demonstrate objectivity and integrity in the practice of assessment in young learners; and
E. develop rubrics for different forms of assessment.

Time Most Essential Learning Outcomes Content Suggested Teaching Suggested

Allotmen Learning Activities Assessment
t
At the end of these weeks, the preservice
teacher (PST) can: A. Overview of Assessment of
a. discuss the history and development Young Children
of assessment of young children;
and 1. History of assessment of young
b. analyze the role of teachers in children
Week 1
selecting and using tests and
measurements with young children 2. Uses of assessment of young
and program evaluation. children

3. Roles of a teacher in assessing

young children
Weeks 2- At the end of these weeks, the pre-service B. DepEd Order No. 8, s. 2015: Policy
3 teacher (PST) can: Guidelines on Classroom
a. explain developmentally appropriate Assessment for the K to 12 Basic
Education Program
principles in assessing young
C. NAEYC Position Statement on
 children Assessing Young Children (DAP)
b. discuss issues related to early D. National Early Learning
childhood testing and evaluation Framework (NELF)
E. Omnibus Policy on Kindergarten
c. discuss the ethical professional Curriculum
behavior related to early childhood
testing and evaluation
d. analyze position statements on early
childhood testing and evaluation
At the end of these weeks, the pre-service A. Standardized Tests
teacher (PST) can:
a. explain the design, interpretation,
and considerations in choosing and
evaluating standardized tests as
Week 4-6 well as the advantages,
disadvantages and issues
surrounding their use; and b. use
and report standardized test results,
norm- and criterion-referenced
tests.
Week 7- At the end of these weeks, the pre-service B. Informal Assessments: Observation
10 teacher (PST) can: 1. Why Observe Children?
2. How Observation Is Done Well?
a. analyze the observation evaluation
3. Fitting Observation in Teacher’s
measures, their types and uses, Tasks
advantages and disadvantages, and 4. Observation for Curriculum
guidelines for use; Planning
b. explain the importance of 5. Organization and Analysis of
observation as a tool for early Observation Reports
childhood;
c. describe the characteristics of
effective observation;
d. utilize the following techniques of
documenting observations: quick
 check recording, brief notes,
running records, summative
anecdotes, lists;
e. pull together the observation
findings;
f. identify patterns that can inform
curriculum; and
g. use observation as a tool to make
decision about the curriculum
At the end of these weeks, the pre-service C. Informal Assessments:
teacher (PST) can: Checklists, Rating Scales, and
a. use checklist, rating scale measures, Rubrics
and rubrics, their advantages and
disadvantages, how they are
Week 11-
designed and used for evaluation
12
and assessment; and
b. administer, score and interpret the
results of the ECCD Checklists,
DepEd Kindergarten Progress
Report.
At the end of these weeks, the pre- D. Informal Assessments: Teacher-
designed Strategies and
service teacher (PST) can: Performance-based Strategies
a. construct a teacher-designed
Weeks
13-15 tests and performance- based
assessments; their types,
purposes, and
advantages/disadvantages.
Week 16- At the end of these weeks, the pre-service E. Assessment Systems
18 teacher (PST) can: a. Portfolio Assessment
a. Communicate assessment results to b. Communicating with
 parents and related professionals. Parents
b. Develop the ability to apply
knowledge of normal human
development and learning and their
variations to interpretation of
observation and assessment data.
c. Design and use various types of
portfolios for reporting students’
progress
Final Examination
References
Printed:
Kostelnik, Marjorie (2010) Assessment Chapter in developmentally Appropriate Programs in Early Childhood education. New
York: Macmillan
Wright, Robert J. (2010) Multifaceted assessment for early childhood education. Los Angeles, Calif.: Sage.
Wortham, Sue Clark. (2001) Assessment in Early Childhood Education 3rd edition. USA: Prentice Hall
Salvia, John. (2013) Assessment in special and inclusive education. 12th ed. Australia: Wadsworth Cengage Learning.
Mindes, G. (2011). Assessing Young Children (4th Ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
Mcafee, O., & Leong, D. J. (2011) Assessing and Guiding Young Children's Development and Learning (5th Ed.). Upper Saddle
River, New Jersey: Pearson Education, Inc.
Lucas, Maria Rita D. (2012) Assessment in Early Childhood Education: Rock, PaperScissors! The Professional Teacher (Volume
3). Lorimar Publishing.
Wortham, Sue Clark. (1996) The Integrated Classroom: The Assessment-Curriculum Link in Early Childhood Education
Gordon, A. M., Browne, K. W. (2017) Beginnings and Beyond: Foundations in Early Childhood Education (10th Ed.). Boston,
USA: Cengage Learning.

Websites:
Classroom Assessment Resource Book (CARB) retrieve from: bestprogram.ph
Department of Education (2016) Omnibus Policy on Kindergarten Education at www.deped.gov.ph
DO 8, s. 2015 – Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program retrieve from:
www.deped.gov.ph
ECCD Council (2010) National Early Learning Framework at https://eccdcouncil.gov.ph/eccd/curriculum.html
NAEYC Position Statement on Assessment of Young Children retrieve from: www.naeyc.or