READ 572: Reading Assessment: ECE/Elem

COURSE
DESCRIPTION

This course examines varieties of assessment of early reading and literacy focusing on the first eight years of life. The course studies current reading assessment approaches to young children within diverse contexts and the influence of individual, cultural, linguistic, ethnic, and racial differences as well as abilities/disabilities. It also considers ways of sharing meaningful assessment information on reading to identify children in need of prevention and early intervention planning in collaboration with early childhood educators and family members.

PREREQUISITES

There are no required prerequisites for this course. However, learners are assumed to be teachers with access to early childhood children.

COURSE
STRUCTURE

Textbook, library, and online readings with posted weekly reflections; posting to whole class discussion forums; providing feedback to other learners; two practical, applied assignments plus an integrative capstone project.

STANDARDS

This course supports the following International Reading Association's Standards for Reading Professionals:

3.1	Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.2	Place students along a developmental continuum and identify students' proficiencies and difficulties.
3.3	Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
3.4	Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).

PRACTICAL
APPLICATIONS

This course in the ReadOregon program incorporates assignments that require practical application of ideas learned. "Kid watching" provides a necessary basis for assessing the emerging phenomena of language and reading and makes a critical contribution to the curriculum planning in preschool and primary grade level settings.

CORE/ELECTIVE

This graduate course can be used as 3 core or elective credits in the Assessment thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.

INSTRUCTOR

Rebecca Olien, SOU Instructor. Education program coordinator for museum of art and science museum. Educational materials author/developer. 15 years elementary school teaching. (BS, Michigan State University; MS, University of Wisconsin - Eau Claire)

TARGET
AUDIENCE

Early childhood and elementary teachers and those seeking a Reading Specialist endorsement.

TIME
COMMITMENT

Students should expect to spend approximately 9 hours per week for 10 weeks (e.g., reading the text and course materials, posting to discussion forums, completing written and ECE classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.

TEXTBOOK

A textbook is required for this course. You will be sent the textbook title and suggested purchase locations when you register for the course.

CONTACT(S)

For more details on this course, please contact Rebecca Olien or Angela Huftill at Southern Oregon University.