Registry
Module Specifications
Archived Version 2018 - 2019
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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 | |||||||||||||||||||||||||||||||||||||
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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) | |||||||||||||||||||||||||||||||||||||
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 |
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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 learning3• How to assess early learning4• Observing children and their learning5• Listening to babies, toddlers and young children: Exploring creative ways of listening to individual children and developing awareness of different/preferred modes of communication6• Documentation of early learning : Learning stories, portfolios7• Aistear: Guidelines for good practice. Supporting learning and development through assessment8• Ethical assessment in early childhood | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 22236, Video, 0, Siren Video Series on Child Observation, 22237, 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, 22238, Website, 0, Listening to young disabled children, http://www.ncb.org.uk/media/74024/listening_to_young_disabled_children.pdf, 22239, Website, 0, Listening to babies, http://www.ncb.org.uk/media/74030/listening_to_babies.pdf, 22240, Website, 0, Developing a listening culture, http://www.ncb.org.uk/media/74054/developing_a_listening_culture.pdf, | |||||||||||||||||||||||||||||||||||||
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