Module: Assessing Early Learning & Development

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Assessing Early Learning & Development
Module Code	EC304 (ITS) / ECE1033 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	Marlene Mccormack
Module Teachers	Geraldine French
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
As above

Description

This module is also delivered in ECE major specialism on the BEd.(ECE201).A definition and characterisation of formative assessment in early childhood education is developed through reviewing students’ knowledge of early learning and associated theoretical constructs. Students are oriented toward approaches to assessment that are in the best interests of both children and their families. The what and how of assessing to support learning is explored and key strategies are analysed. Ways of studying and assessing children’s learning and development in their natural, everyday environments especially in the context of play and interactions with others are exemplified. Advisory guidelines in relation to good practice are critiqued. Students use these as a basis for planning and reflecting on their work in assessing early learning and development

Learning Outcomes

1. Define assessment as it applies to early learning and to pedagogy for children aged 0-6 years
2. Identify important principles applying to early learning and assessment
3. Evaluate the various strategies used to assess early learning
4. Review and interpret children’s day-to-day activity in early education contexts for the purposes of assessing learning
5. Review and interpret children’s day-to-day activity in early education contexts for the purposes of assessing learning
6. Create records of learning and development for specific children (babies, toddlers and young children)

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Assessment Feedback	45	No Description
Independent Study	56	No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

1
• Formative assessment in early childhood: Definition, contexts, theoretical constructs (agency and identity, intersubjectivity, collaboration, co-construction).

2
• What to assess in early learning

4
• Observing children and their learning

3
• How to assess early learning

5
• Listening to babies, toddlers and young children: Exploring creative ways of listening to individual children and developing awareness of different/preferred modes of communication

6
• Documentation of early learning : Learning stories, portfolios

7
• Aistear: Guidelines for good practice. Supporting learning and development through assessment

8
• Ethical assessment in early childhood

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Essay	Carry out focused assessments of three differently–aged children across the age range 0-6. Compile a learning portfolio for each child	100%	Sem 1 End

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Frances Atherton,Cathy Nutbrown: 2013, Understanding Schemas and Young Children, SAGE Publications Limited, 1446248941
Alison Clark,Peter Moss: 2011, Listening to Young Children, 2nd, JKP, 1907969268
Margaret Carr,Wendy Lee: 2012, Learning Stories, SAGE Publications Ltd, 0857020935
Mary Jane Drummond: 0, Assessing Children's Learning, Classic, 0415686733
Dunphy, E: 2010, Assessing early learning through formative assessment: Key issues and considerations. Irish Educational Studies, 29(1), 41-56., Irish Educational Studies,
Espinosa, L.: 2005, Curriculum and assessment considerations for young children from culturally , linguistically , and economically diverse backgrounds. Psychology in the Schools, 42(8), pp. 837-853.,
Lisa B. Fiore: 0, Assessment of Young Children, 0415888115
Theodora Papatheodorou,Paulette Luff,Janet Gill: 2011, Child Observation for Learning and Research, Taylor & Francis, 1405824670
Dahlberg, G. Moss. P., & Pence, A: 1999, Pedagogical documentation: A practice for reflection and democracy.,
G. Dahlberg, P. Moss, & A. Pence.: 0, Beyond quality in early childhood education and care: Postmodern perspectives (pp. 144-158), Falmer Press, London,

Other Resources

45607, Video, Video, 0, Siren Video Series on Child Observation, 45608, Website, Website, 0, Why and how we listen to young children, http://www.ncb.org.uk/media/74018/an_introduction_to_why_and_how_we_listen_to_very_young_children.pd, 45609, Website, Website, 0, Listening to young disabled children, http://www.ncb.org.uk/media/74024/listening_to_young_disabled_children.pdf, 45610, Website, Website, 0, Listening to babies, http://www.ncb.org.uk/media/74030/listening_to_babies.pdf, 45611, Website, Author, 0, Developing a listening culture, http://www.ncb.org.uk/media/74054/developing_a_listening_culture.pdf,