Weber State University   

CHF - Early Childhood / Early Childhood Education

Results of Assessment

2000-2001 (submitted 09/11/01)

The department of Child and Family Studies has implemented two outcome measures for the Early Childhood Major; student teaching performance assessment and a comprehensive essay examination. One measure assesses students after they have completed their student teaching in the Children’s School. This measure consists of 18 items which the department believes both reflect the NAEYC/NCATE outcome requirements and the department’s desired competencies for early childhood educators. The lead teacher administers this assessment based on the student teacher’s performance. This is the third year that this assessment has been used.

The other outcome measure is a comprehensive essay examination. This exam assesses students’ knowledge and understanding of critical early childhood theory and practices. The purpose of this examination is to obtain information on the student's understanding of major concepts, their ability to synthesize this knowledge in writing. This is the second year that this exam was administered.

The following is a summary of the results from our two outcome assessment measures.

1. Student Teaching Performance

The department assessed 17 student teachers after they had completed their student teaching assignment on 18 different items. The average score of the students was 4.43, out of a possible 5. The highest rated items were on:

• #8. acts in an ethical manner.

• #13. open-ended activities that support creativity (originality, curiosity, discovery, etc.).

• #17. collaboration with a teaching team to enhance the learning environment for young children in a supportive role.

• #10. plans for all developmental domains.

• #6. plans and implements developmentally appropriate curriculum that engages the young learner.

The lowest items were:

• #7. explains the theoretical basis for the curriculum choices.

• #14. anti-bias curriculum strands which emphasize culture, race, gender and/or handicapping conditions.

• #16. plans for non-traditional learning times such as transitions, meals, and outdoors.

• #18. involving parents in the education of their children and articulating a rationale for doing so.

• #5. effectively leads the collaboration of a teaching team in the planning and implementation of developmentally appropriate curriculum that engages the young learner.

As compared to the last two years, item number 8, acts in an ethical manner, continues to be a top scoring behavior. Two other items increased in their ratings, items 13 & 17. Although this meant that two items ( 12 and 2) which were "top scorers" last year did not make the top five this year. However, the overall performance on these two items were still as good or even better than last year.

Three of the lowest scoring items from this year were also low scoring items from last year; numbers 14, 7, and 16. The two that showed up on the low end this year, that were not there last year, were 18 and 5. Both of these items were rated lower on these student teachers this year, 2001, than last year.

Implications:

The results from this assessment indicate that the program continues to provide an education arena that encourages ethical instructors who plan open ended, developmentally appropriate, activities that support creativity and the development of the whole child. Furthermore, the students’ overall competencies covered by this assessment appears to be improving. Additionally, the program should review its instruction in the realms of theory, anti-bias curriculum, and planning for non-traditional learning times.

The comprehensive essay examination includes 5 essay questions given at the end of the term to the students registered in the Early Childhood Senior Seminar, which is a capstone course for Early Childhood majors. Three of the questions are assigned a possible score of 25, one question 15 points, and one question is worth 10 points. The questions assess the students’ ability to describe, in written form, their understanding of the following early childhood concepts:

1. The goal of guidance, components of the trust relationship, and their theoretical basis for three guidance strategies they might use.

2. The guidelines they would apply in order to construct developmentally appropriate curriculum. This should include an anti-bias strand relative to elements of diversity.

3. State ideas from at least three theorists that they would consider in planning and evaluation of their instruction.

4. Describe the purpose of the NAEYC Code of Ethical Conduct and it’s major principles, and the four step problem solving process when confronted with an ethical dilemma.

5. Explain how they would decide when a child’s behavior required outside consultation and/or referral.

This essay exam was first given last year, Spring, 2000. The average score in 2000 was 63.25, out of a possible 100, with a range from a low of 36 to a high of 79. After analysis of the data, the early childhood committee decided to alter the format of the Senior Seminar for Spring, 2001. The class was changed to focus on having students synthesize their early childhood experience and knowledge. At the end of the year, the students who took the new class format were given the comprehensive exam. Their average score was 85.2, and a range from 72 to 99. This was a significant change in the students’ performances.

Implications

As previously stated, the test results from our first year informed us that the students needed time to review and synthesize the information that they had been exposed to into their own personal instructional philosophy. Therefore, the department redesigned the Seminar course to allow time for review and synthesis. Based upon the data, it appeared to have worked.

Conclusion

The Early Childhood program has been using outcome measures for three years. These measures have helped redesign courses. Although it appears that the department has facilitated students’ learning through a change in the Early Childhood Senior Seminar, it needs to examine its curriculum as it pertains to instructing teachers on how to incorporate theory into their planning. Also, students seem to need more information on preparing anti-bias curriculum, and planning for non-traditional learning times.

The information gleaned from the comprehensive essay examination provides the department with critical information about the students’ understanding of vital early childhood curriculum; however, students enrolled in the Early Childhood Education major are currently exempt from taking the Early Childhood Senior Seminar. Because of this, the department is not able to gain information about their competencies and the student’s are not given the opportunity to examine their understanding of early childhood principles and practices. Therefore, the department will be making a recommendation to the department of Teacher Education that Early Childhood majors be required to take the Early Childhood Seminar course.

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