CENTRO ESCOLAR UNIVERSITY

Manila * Makati * Malolos

SYLLABUS ON ASSESSMENT OF CHILDREN’S DEVELOPMENT AND LEARNING

Course No. PREC123 Course Descriptive Title : Assessment of Children’s Development and Learning
No. of Units: 3 Units No of Hours : 54 hours
Pre-requisites: PCED101, PREC120

Course Description: 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
(5.1.1). 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 (5.5.1)

CILO Course Intended Learning Outcomes :

1 Explain the use of diagnostic, formative, and summative assessment strategies consistent with curriculum requirements (5.1.1) (cognitive)
2 Demonstrate familiarity with a range of strategies for assessing and communicating learners needs, progress and achievement (5.4.1) (cognitive)
3 Demonstrate understanding of the role of assessment data to improve young learner’s development and learning (5.5.1) (cognitive)
4 Demonstrate objectivity and integrity in the practice of assessment in young learners (affective and psychomotor)
5 Develop rubrics for different forms of assessment (psychomotor) (5.1.1)
CEU VISION – MISSION STATEMENT CENTRO ESCOLAR EXPECTED EDUCATION PROGRAM OBJECTIVES
GRADUATE ATTRIBUTES (CEEGA)
UNIVERSITY PHILOSPHY LIFELONG LEARNER The education graduates are expected to
 Learns and works independently as well as collaboratively. become:
Ciencia y Virtud (Science and Virtue)  Translates knowledge generated from research and other sources to
improve quality of life. E – Excellent teachers with high regard for
UNIVERSITY VISION  Creates new ideas to better understand society Science and Virtue (PPST Domain 1)
 Evaluates own thinking, behavior and spirituality for self-growth D – Dynamic designers of appropriate
To be the University of First choice REFLECTIVE AND CREATIVE THINKER learning environments (PPST Domain 2)
 Thinks critically and creatively. U – Understanding educator of diverse
UNIVERSITYMISSION  Open-minded. learners (PPST Domain 3)
 Solves problems systematically. C – Creative and critical implementers of
To promote a brighter future for our  Loves art and shows artistic sensibility. relevant and responsive curriculum
students, for the Philippines and for the CARING AND TRUSTWORTHY CITIZEN (PPST Domain 4)
PREC123 Assessment of Children’s Development and Learning Page 1 of 8
 world.
CEU CORE VALUES
V - Valuing others, caring for them and
empowering them
A - Accountability, integrity and trust
worthiness
L - Lifelong learning as individuals and as
an organization
U - Unity, teamwork and loyalty
E - Excellence in all endeavors
S - Social responsibility as citizens of the
Filipino nation and of the world
 Values people and acts in unity with others. A – Adept in various types of assessment
 Commits to social justice and principles of sustainability and respect (PPST Domain)
for diversity. R – Responsible partners of different
 Practices good stewardship and accountability. stakeholders in the community
 Manifests social responsibility by helping improve conditions of those (PPST Domain 6)
who have less in life or circumstance. E – Enthusiastic and engaged lifelong-
PROFICIENT COMMUNICATOR Learners (PPST Domain 7)
 Articulates ideas clearly for varied purposes and audiences of
diverse culture.
 Listens attentively, engages in meaningful exchange and shares
knowledge, values, attitudes and intentions.
 Utilizes effectively appropriate media and information technologies.
COMPETENT AND PRODUCTIVE PROFESSIONAL
 Initiates, innovates better ways of doing things and accountability.
 Promotes quality and productivity.

Curriculum Mapping: ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES
CILO CILO CILO CILO CILO
PROGRAM OUTCOMES
1 2 3 4 5
1 Demonstrate high level of content and pedagogical knowledge / / / / /
2 Demonstrate appreciation for diversity
3 Manifest collaborative skills /
4 Demonstrate innovative thinking / / / /
5 Possess critical and problem solving skills / / / /
6 Advocate for children’s rights, equity, community, nationalism, and democratic ideas / /
7 Pursue lifelong learning

Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

Allotment
The students can: A. Overview of Assessment of  Using a timeline chart, students 6 hours  Output: timeline chart
 discuss the history and development Young Children will identify the significant and quiz on the history
of assessment of young children. 1. History of assessment of milestones (e.g. changes, and development of
PREC123 Assessment of Children’s Development and Learning Page 2 of 8
 Intended Learning Outcomes
(1.1.1, C)
 analyze the role of teachers in
selecting and using tests and
measurements with young children
and program evaluation (7.5.1, A)
 explain developmentally appropriate
principles in assessing young
children (1.1.1, 1.2.1, A, B,C,)
 discuss issues related to early
childhood testing and evaluation
(1.1.1, D)
 discuss the ethical professional
behavior related to early childhood
testing and evaluation (6.3.1, D)
 analyze position statements on early
childhood testing and evaluation
(1.2.1, 6.3.1, C, D)
PREC123 Assessment of Children’s Development and Learning
Content
young children
2. Uses of assessment of young
children
3. Roles of a teacher in
assessing young children
B. DepEd Order No. 8, s. 2015:
Policy Guidelines on
Classroom Assessment for
the K to 12 Basic Education
Program
C. NAEYC Position Statement on
Assessing Young Children
(DAP)
D. National Early Learning
Framework (NELF)
E. Omnibus Policy on
Kindergarten Curriculum
Teaching Learning Activities Time Assessment
Allotment
development) in the history and assessment of young
development of assessment of children (1.1.1)
young children
 Group activity: case analysis  case report (7.5.1)
 writing reflection on a topic related  reflection on current
to current issues on testing and issues on testing and
assessment of young children assessment of young
children (7.4.1)
 Interactive discussion on 6 hours  Short quiz on the
developmentally appropriate developmentally
principles in assessing young appropriate principles in
children assessing young
children (1.1.1, 1.2.1)
 Holding a panel discussion on  Panel discussion with
issues regarding early childhood scoring rubric (1.1.1)
testing and evaluation, and ethical
professional behavior
 Group activity: case analysis  Case report (6.3.1)
(choose from these suggested
activities)
 Visiting a private or public school
to interview preschool teachers to
find out about their assessment
tools and processes
 Inviting a teacher to talk about or
share about his/her experiences
in assessment tools and
processes
 Reading the Classroom
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 Intended Learning Outcomes
 Explain the design, interpretation,
and considerations in choosing and
evaluating standardized tests as
well as the advantages,
disadvantages and issues
surrounding their use. (5.1.1, A, D)
 Use and report standardized test
results, norm- and criterion-
referenced tests.(5.5.1, A, B)
 Analyze the observation evaluation
measures, their types and uses,
advantages and disadvantages, and
guidelines for use. (1.1.1, 1.5.1, A,
D)
PREC123 Assessment of Children’s Development and Learning
Content Teaching Learning Activities Time Assessment
Allotment
Assessment Resource Book
 examining assessment tools/  Output: results of the
tests use for toddlers and analysis of the
preschoolers and primary children adherence of
and analyzing their adherence to assessment tools/ tests
developmentally appropriate use for toddlers and
principles in assessment preschoolers and
primary children to the
developmentally
appropriate principles in
assessment (1.2.1,
6.3.1)
 making of advocacy poster based  Output: advocacy poster
on the resolutions on the analysis with a scoring rubric
of the issues (1.5.1)
F. Standardized Tests  Conducting an interview at least 6 hours  Output: matrix on the
three preschool administrators advantages,
about standardized tests used in disadvantages and
assessing the pupils in their issues surrounding the
school use of standardized
tests based on the
interview (5.1.1)
 Examining a sample of a  Results of the analysis
standardized test. Find out how it of standardized tests
is administered, scored and (5.5.1)
interpreted; also, how the results
are utilized
G. Informal Assessments:  Designing a compare and 12 hours  Output: compare and
Observation contrast chart indicating the contrast chart on the
1. Why Observe Children? observation evaluation measures, observation evaluation
2. How Observation Is Done types, uses, advantages, measures, types, uses,
Well? disadvantages, and guidelines advantages,
3. Fitting Observation in disadvantages, and
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 Intended Learning Outcomes
 Explain the importance of
observation as a tool for early
childhood (1.1.1, C)
 Describe the characteristics of
effective observation
 Utilize the following techniques of
documenting observations: quick
check recording, brief notes, running
records, summative anecdotes, lists
(5.1.1, B)
 Pull together the observation
findings
 Identify patterns that can inform
curriculum (5.2.1, B)
 Use observation as a tool to make
decision about the curriculum (5.5.1,
A)
 Use checklist, rating scale
measures, and rubrics, their
advantages and disadvantages, how
they are designed and used for
evaluation and assessment. (1.1.1,
PREC123 Assessment of Children’s Development and Learning
Content
Teacher’s Tasks
4. Observation for Curriculum
Planning
5. Organization and Analysis of
Observation Reports
H. Informal Assessments:
Checklists, Rating Scales,
and Rubrics
Teaching Learning Activities Time Assessment
Allotment
guidelines (1.1.1, 1.5.1)
 Discussion on the importance and  Quiz on the importance
characteristics of observation as a and characteristics of
tool for early childhood observation as a tool for
early childhood (1.1.1)
 Conducting three separate  Output: different types of
observations and use different observation
types of observation documentation (5.1.1)
documentation
 Watch several videos of children  Video Analysis: (5.1.1)
and create the following for each: - factual versus
- factual versus interpretive interpretive
anecdotes anecdotes
- running record - running record
- summative anecdote - summative anecdote
- making a list - making a list
- quick check - quick check
- observation documentation of - comprehensive
a group of children observation report
 Write narratives from observation  Output: observation
findings narratives (5.2.1)
 Observing children to make
decision about the curriculum
 Collecting samples of checklists 6 hours  Output: matrix of the
used in preschool and primary similarities and
school. Note their similarities and differences in terms of
differences in terms of objectives, objectives, evaluation
evaluation strategies and record strategies and record
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 Intended Learning Outcomes
5.1.1, A, C)
 Administer, score and interpret the
results of the ECCD Checklists,
DepEd Kindergarten Progress
Report (5.2.1, A, B, D)
 Construct a teacher-designed tests
and performance- based
assessments; their types, purposes,
and
advantages/disadvantages.(5.1.1,
E)
 Communicate assessment results to
parents and related professionals.
(5.4.1, B)
 Develop the ability to apply
knowledge of normal human
development and learning and their
variations to interpretation of
observation and assessment data.
PREC123 Assessment of Children’s Development and Learning
Content
I. Informal Assessments:
Teacher-designed Strategies
and Performance-based
Strategies
J. Assessment Systems
1. Portfolio Assessment
2. Communicating with Parents
Teaching Learning Activities Time Assessment
Allotment
keeping keeping of the collected
samples of checklists
(1.1.1, 5.1.1)
 Designing an appropriate rating  Output: scoring rubric on
scale for appropriate behavior in the designed rating
the classroom scales (5.1.1)
 Observing a child and administer  Output: ECCD Checklist
the ECCD Checklist and the result of the
ECCD Checklist
assessment (5.2.1)
 Invite a DepEd Kindergarten  Output: results of
Teacher to share about how to kindergarten progress
administer, accomplish and report and ways to
communicate it to parents administer, accomplish
and communicate it to
parents
 Creating teacher-designed tests 9 hours  Scoring rubrics on the
and performance-based created teacher-
assessments designed tests and
performance-based
assessments (5.1.1)
 Designing a rubric for particular  Scoring rubrics on
preschool competencies designing a rubric
(emerging reading, emerging (5.1.1)
writing, math skill, etc.)
 Design a portfolio to be used with 9 hours  Output: portfolio for
preschool children: (1) Include reporting students’
sections or dividers for the progress (5.4.1)
portfolio;(2) the types of teacher
assessments you will use; and (3)
how you would report the child’s
progress to parents
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 Intended Learning Outcomes Content Teaching Learning Activities Time Assessment
Allotment
(1.1.1, 1.2.1, 5.2.1, B)
 Design and use various types of
portfolios for reporting students’
progress (5.1.1, 5.2.1, 5.4.1, A, B, D)

Course Requirements:  Timeline chart  Advocacy posters  Scoring rubrics

 Quizzes  Matrices  ECCD checklist
 Case reports  Compare and contrast charts  Result of ECCD Checklist
 Reflection papers  Observation documentation  Kindergarten progress report
 Panel discussions  Video analysis  portfolio
 Analysis reports  Observation narratives
Grading Scheme: 2/3 Class Participation and 1/3 Periodic Exam
References:
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 (10 th 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

PREC123 Assessment of Children’s Development and Learning Page 7 of 8

 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.org

Prepared by: Date: Approved by: Date:

(Sgd.) Maria Rita D. Lucas, LPT, Ph.D. July 15, 2019 (Sgd.) Maria Rita D. Lucas, LPT, Ph.D. July 15, 2019
Faculty Dean, SELAMS

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