Using Work From Previous Assignments Complete The ECE 650 AS ✓ Solved
Using Work From Previous Assignments Complete The Ece 650 Assessment
Using work from previous assignments, complete the "ECE-650 Assessment Cycle Template" with the following: Identify the class profile and theme from Topic 1 (People, Places & Environments) and the standards and objectives that were selected in Topics 1 or 2. Social Studies Standard HSS-3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. Standard CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea Describe the pre-assessments for each content area, social studies, and ELA. Creative arts should be incorporated in at least one content area.
Based on the class profile, describe a grouping strategy and list the students from the class profile you would assign to four groups. Find or create a summative assessment tool that aligns with the standards and objectives and incorporates creative arts. Explain how it is valid and reliable, as well as developmentally, ability, culturally, and linguistically appropriate to document progress and promote positive outcomes. Explain accommodations for assessments you will use for students in the groupings you created. At least one of the groups must utilize appropriate assistive technology. Support your work with 3-5 scholarly resources. While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Sample Paper For Above instruction
Introduction
Effective assessment practices are vital in early childhood education, especially when integrating cross-disciplinary areas such as social studies, language arts, and creative arts. For the purpose of this assignment, the class profile focuses on a diverse group of preschool children with varying levels of linguistic, cultural, and ability backgrounds. The selected theme from Topic 1, "People, Places & Environments," offers a compelling context for incorporating standards like HSS-3.1 and CCSS.ELA-LITERACY.RI.3.2, facilitating comprehensive evaluation of students’ understanding of geography, main ideas, and supporting details. This paper outlines a detailed assessment cycle plan, including class grouping strategies, an innovative summative assessment incorporating creative arts, and accommodations to ensure inclusivity and developmental appropriateness.
Class Profile and Theme Selection
The class comprises 20 preschool students, representing diverse cultural backgrounds and varied language abilities. The thematic focus on "People, Places & Environments" aligns with their developmental stage by engaging them in recognizing their community, understanding spatial relationships, and exploring the physical and human geography surrounding them. This theme supports culturally responsive pedagogy by emphasizing local environments and encouraging students to share their experiences and backgrounds.
Standards and Objectives
The assessment draws on the following standards:
- Social Studies Standard HSS-3.1: Students describe physical and human geography using visual tools.
- CCSS.ELA-LITERACY.RI.3.2: Students identify main ideas and key details within texts.
- Creative Arts Integration: Students will create artistic representations of community environments as part of their assessment.
The learning objectives include:
- Describing key features of local environments.
- Retelling main ideas with supporting details from informational texts.
- Demonstrating understanding through creative arts projects.
Pre-Assessments
Prior to instruction, pre-assessments include:
- A simple drawing activity where students illustrate their favorite place, assessing visual representation skills and background knowledge.
- An oral screening to determine their ability to recount familiar stories, gauging language development.
- A quick mapping activity where students point to familiar locations in their community, providing insights into spatial awareness.
These assessments serve as baselines to tailor instruction and ensure appropriate differentiation.
Grouping Strategy and Student Assignments
Based on developmental and linguistic diversity, students are grouped strategically to promote peer learning:
- Group 1: Bilingual students with emerging language skills, assigned to focus on visual arts with visual aids and technology.
- Group 2: Students with strong language abilities, focusing on reading comprehension and storytelling.
- Group 3: Students requiring additional support, including those with identified learning needs, assigned to hands-on, kinesthetic activities.
- Group 4: Gifted or advanced students engaging in higher-order thinking tasks, such as creating detailed maps and narratives.
This grouping encourages collaborative learning tailored to individual needs and strengths.
Summative Assessment Tool
The assessment tool is a "Community Environment Portfolio," where students create a visual and written representation of their neighborhood. The project involves:
- Drawing or photographing their environment.
- Creating a short story describing their favorite place using creative arts like collage, drawing, or digital media.
- Using maps or charts to illustrate spatial relationships.
This assessment aligns with standards by integrating geography, literacy, and arts, and encourages expression through multiple modalities. Its validity and reliability are supported by the multimodal approach, measuring content understanding through both visual and verbal expressions. Developmentally appropriate activities foster engagement and confidence, while culturally and linguistically responsive materials ensure inclusivity. The project can be adapted for students with disabilities, such as providing tactile aids or alternative ways to demonstrate understanding.
Use of Assistive Technology and Accommodations
At least one group will utilize assistive technology, such as speech-to-text software or visual communication apps, to support students with speech or language impairments. Accommodations include:
- Extended time for project completion.
- Visual supports and simplified instructions.
- Additional modeling and scaffolding for students with learning difficulties.
- Peer assistance incorporated within groups to promote social support.
By tailoring accommodations, the assessment promotes equitable participation and authentic demonstration of learning.
Conclusion
Integrating diverse assessment strategies that align with standards and incorporate creative arts fosters a rich learning environment. Grouping strategies and accommodations ensure all students are supported and challenged appropriately. Employing assistive technology and culturally responsive materials further promotes inclusivity, accountability, and positive educational outcomes. This comprehensive assessment plan not only measures student progress effectively but also nurtures a lifelong appreciation of community and geography, rooted in fostering confidence and diverse expression.
References
- Epstein, J. L. (2014). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
- National Council for the Social Studies. (2018). The college, career, and civic life (C3) Framework for Social Studies State Standards. NCSS.
- Paul, R., & Elder, L. (2014). The mini-guide to critical thinking: Concepts & tools. Foundation for Critical Thinking.
- Pimm, D. (2015). Mathematics and the elementary school: Becoming and being mathematicians. Routledge.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.