CHLD 440: Issues in Assessment for Children & Families

Course Description

This course provides an overview of child and family assessment. The course offers the student both research-based theory and practical applications in these areas. Students apply the knowledge gained during class sessions and readings to relevant assigned projects and papers.

This course is required in the BA in Child Development, and only students in the major can enroll. Prerequisites: CHLD 251, CHLD 252, CHLD 282, CHLD 353W and junior standing.

Course Modality

This class is offered in-person twice a week for 75 minutes.

Multiple modalities have been tried (including synchronous online, 3-hours once per week in person, and as a flipped class). The best student outcomes are with the current modality.

Course Design

CHLD 440 is organized in weekly learning modules. Each module contains the same content:

What students can expect for the week
The activities that we’ll engage in
What to expect for the following week

The course is formatted to create a rhythm:

Mondays include a focus on content

(Content Collabs)

Wednesdays include activities that ask students to apply the content

(Application Activities)

Content Collabs: formative journals (in google docs) are used, where students complete portions outside of class, then discuss in class. In “real time” I can then address concepts that students struggled with. Lecture is more targeted and kept to a minimum, instead instruction is an organic discussion.

Application Activities: students are asked to apply concepts in various ways (e.g., creating visual organizers, exploring special education eligibility criteria through case studies). I can move around the class and have conversations with students, responding to questions or general wonderings about assessment.

Student Engagement

I believe there are multiple ways that I attempt to enhance student engagement.

Welcoming & Introduction Activities: We spend time in the first class getting to know each other and what is expected in the class. After students spend some time getting to know each other (and catch up after break), I use PollEverywhere to see how they’d like to cover aspects of the class. I leave about 30 minutes at the end of class for a Scavenger Hunt that takes students into the syllabus and schedule, and out and about around campus, where they take selfies in front of important places (like my office)! [permission to use the photo was given by all four students].
Group Work: I have incorporated a group-based “Content Collabs Journal” with different roles each group member takes on for both out-of-class and in-class activities. I provide all students with a google doc of all major terms for the content. The roles are explicitly defined in the journal and students sign up for a role for each week. I role model and scaffold the initial weeks. The journals serve as study guides and I use them as formative assessment tools, jumping into each group’s journal and seeing what they’re identifying as challenging concepts. I am then able to respond immediately and in a focused way to these concepts after the group discussion is concluded (about 20 minutes). In this way, I don’t stand and provide a pre-packaged lecture, but we engage in a much more interactive discussion.
Application Activities: While the first day of the week, we focus on our Content Collab Journals, the second day is dedicated to hands-on activities that allow us to expand our understanding of the concepts. For example, when discussing standardized assessment measures, I bring in multiple kits (enough for groups of 3-4 to all have one), and students spend time looking through, practice administering items, and share about their experiences. (image is of the Rorschach projective test–a measure that I have brought in for students to explore).
Environment: I aim to provide a warm, inviting, and responsive environment, both in the classroom and during out-of-class times. For example, we are very active using Pronto in addition to emails, and I always have music playing during group work (and students always have great recommendations for what to listen to!)

Assessment of Student Learning

LEARNING OBJECTIVES

Evaluate professional knowledge, skills, and dispositions through reflection of personal practices and biases using data.
Investigate how assessment is used throughout a broad range of experiences and careers in the child development field.
Identify the multitude of ways that assessment is conducted including formal and informal assessment processes.
Articulate a clear understanding of the technical properties of standardized assessment measures.
Develop an understanding of assessment processes for individuals, families, and programs.

CHLD 440 Syllabus

ASSESSMENT

The learning objectives are assessed through:

Content Collabs: includes a mixture of individual and group-based content-focused activities (includes both Content Collabs Journals and Application Activities), also a mixture of in-class and out-of-class activities.

Exams: there are two 35-50 multiple-choice, online, untimed, and open-note exams.

Individual Projects: two to three individual projects are required. Everyone completes two, and depending on the student’s grade after the final exam, there will be an additional opportunity to work with content and demonstrate knowledge.

Attendance: as the format is very student-centered, being present is essential.

INDIVIDUAL PROJECTS

Evaluate professional knowledge, skills, and dispositions through reflection of personal practices and biases using data.
Investigate how assessment is used throughout a broad range of experiences and careers in the child development field.
Identify the multitude of ways that assessment is conducted including formal and informal assessment processes.
Articulate a clear understanding of the technical properties of standardized assessment measures.
Develop an understanding of assessment processes for individuals, families, and programs.

Accessibility & UDL

I have attempted to build the CHLD 440 redesign on UDL principles (see the CAST UDL Framework) and with accessibility in mind. The guidelines are organized based on principles of UDL both vertically and horizontally. Checkpoints exist within each combination of this organization (see this description for further exploration):

Vertically

Engagement
Representation
Action & Expression

Horizontally

Access
Build
Internalize

Some aspects of UDL were represented in the overall design.

For example, a focus on active learning in groups–resulting in a connected classroom climate–which addresses Checkpoint 8.3 Foster Collaboration and Community

Others were integrated specifically into assignments.

For example, one Individual Project (“Teach Me”) was evaluated in terms of the various UDL Checkpoints (read reflection here).

Additional ones were expanded on in daily class activities.

For example, specific class activities were evaluated in terms of various UDL Checkpoints (e.g., see reflections for these activities: Activity 1, Activity 2).

Technology & Tools

I use a variety of tools, software, and technology in CHLD 440, including:

Tools to facilitate collaboration and connection

Google Docs (I create shared documents so I can pop in to help form instruction)
Pronto (I am responsive and initiate connection when I need to check-in about a life event or assignment with individual students)

Tools to provide information and content

Canvas (direction and materials are available in Canvas, including documents for groups to complete during in-class activities)

Tools to create a warm and inclusive environment

Streaming Music (I play music quietly in class to help create an inviting environment; students have been engaged to play different stations)
PollEverywhere (I have multiple places where polls are used, including wellbeing- and content-related)

Options for Tools Students Can Use for Assignments:

Zoom (to record a curriculum presentation)
Canva (to create an infographic)
PowerPoint (to present information)
TikTok (to record a captivating, concise & informative video)
Websites (to explore assessment tools, particularly specific sites that include evidence-based reviews of assessment measures)

Future tools I anticipate exploring:

Re-incorporate podcasts previously recorded to explore assessment in various professional environments (but providing choice)
Use of Kurzweil to assist in alternative formats for presentation of materials
Use of voice-to-text tools for students to explore alternative formats for action & expression of knowledge
Exploring use of ChatGPT to help scaffold and give choice in assignments for students

Opportunities for Active Learning

Active learning principles are infused throughout CHLD 440. Principles of active learning include that concepts:

Are relevant to students’ concerns
Require students to reflect on the meaning of what they’ve learned
Give students the opportunity to negotiate goals
Enable students to critically evaluate different ways and means of learning the content
Encourage students to understand learning tasks as they relate to real-life complexities
Are developed based on the need of the given situation
Are engaging and reflect real-life tasks

Opportunities for real-life activities are provided throughout the semester.

For example, students are required to choose a “track” after the midterm. These “tracks” require students to select from one of three popular pathways for our students (education, mental health, or career counseling).
These tracks take them to different readings, different activities, and different exams.
During class, we do cover some important aspects of each pathway, so all students have exposure, however.l.

Elements of Experiential Learning & Connections to the Professional Field

Assessment is a fundamental component of any profession that our majors will select. Therefore, discussions around professional pathways within the context of assessment are both formally planned and spontaneous throughout the course.

For example, students explore various diagnostic or eligibility criteria–one way that assessment might be used in various professions.

Equity, Diversity & Inclusion

Diversity is woven into many of the conversations we have around assessment in CHLD 440; for example:

Activities around special education eligibility and provision of services (including specific case law or federal laws that have directed assessment with English as a second language learners and African American students in California)
Discussions around validity of assessment measures

Training in Course Design

This course redesign has benefited most directly from the Universal Design for Learning (UDL) Faculty Learning Community (FLC); however, I have also taken part in multiple FLC’s and other TLP-provided workshops and consultations (e.g., Go Virtual; TLP Drop-In Sessions).

This course has had so many iterations and bits and pieces have been developed as a result of these trainings (e.g., podcasts). I value each learning opportunity that has been available for me!

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