This document provides guidance for creating a project plan to implement a newly developed blockchain application. It outlines the key sections and content needed for the project plan, including describing the organizational and blockchain environment, project overview and charter, deliverables, critical success factors, work breakdown structure, quality plan, and operationalization plan. The project plan must be at least 1500 words and follow APA format. It will require the student to think through how to implement a blockchain application and make it available to end users.

1. Blockchain Implementation Project Plan
Every project that has a reasonable chance at success starts with
a solid plan. A project plan is far more
than just a schedule - it is a master plan that directs all planning
and execution efforts to meet a
project’s goals. For this class project, you will create a project
plan to implement a newly developed
blockchain application.
The first step in this assignment is to describe your
organization’s environment and blockchain
application. You can choose a consumer-based or enterprise
application environment. Each one has its
own environmental concerns. Once you describe your
organization and blockchain application
environment, you will provide the abbreviated project plan. (A
real project plan will include detailed
schedule, budget, procurement, and other supporting plans. This
project won’t require all components
of a real-life project plan.)
You abbreviated project plan (with organizational and

2. blockchain environment introduction) must be no
less than 1500 words. Your paper must be in proper APA
format, including proper in-text citations and
end references for any external sources you use. No more than
10% of this paper may originate from
external sources. This isn’t a research paper - it is a project
plan.
Your paper must start with the following sections (which should
comprise at least 1/3 of your paper):
• Organizational overview - Introduce your organization (it can
be fictitious). Describe what your
organization does, how it defines success, what services or
products it produces, and why it
decided to venture into blockchain technology. Then describe
the specific goals blockchain
technology must meet to be deemed a success.
• Blockchain environment overview - Describe the type of
blockchain your organization has
decided to implement and why. Explain how your chosen
blockchain implementation is the best
choice for your organization’s goals and capabilities, and how
your organization participates in
your chosen blockchain network’s governance.

3. Here are the sections your project plan must include:
• Project overview - Within the context of an organization and
blockchain environment (described
in the first 2 sections of your paper), provide an overview of
this project. What application are
you implementing? (Describe a novel blockchain application
that derives value from blockchain
technology. Explain why blockchain technology is required for
your application to operate.) This
section should include a description of what application you are
implementing, and how you
define success for your project.
• Project charter - The high-level initial project document
necessary to gain approval and funding
(includes the following)
o Reasons for engaging in this project (Why do you want to
implement this application?)
o Project objectives
o Project constraints
o Project stakeholders
o Project scope

4. o Project risks (Include scalability, compliance, and security)
o Project benefits
o Project cost (Provide reasonable estimates of personnel and
infrastructure cost to
accomplish what you’re proposing.)
• Deliverables - a list (with descriptions) of artifacts to be
delivered to the customer (defined in
stakeholders above) at the end of the project
• Critical success factors - What criteria will customers use to
determine whether the deliverables
are acceptable?
• Work Breakdown Structure - What steps are necessary to take
your application from a
development environment to a deployed and operating
environment? This section
demonstrates an understanding of the implementation process.
Provide a description, along
with details, of tasks necessary to deploy a blockchain
application and make it available for end
users. You don’t need to provide specific commands or details
but describe the process in
enough detail that your technical staff could create procedures

5. from your plan.
• Quality plan - Describe how you plan to measure and enforce
quality standards at each step.
Describe your chosen quality metrics and how you will ensure
your desired quality standards
will be maintained.
• Operationalization plan - Once you have successfully
deployed your application conducted a
formal hand-off to customers, describe how you will hand-off
the maintenance of your
application to operations. Describe the process of handing off
the application and what
operations needs to take delivery of your application
responsibilities.
Don’t let this plan become a collection of lists. The purpose of
this assignment is for you to consider the
level of effort required to implement any blockchain
application. We aren’t covering the initial
blockchain network implementation - just an application’s
implementation. Be creative when you
choose an application. Really think through how to describe
your blockchain application in such a way
that you can use your description to get funding and support for
your project.

6. 1
Preparing teachers of understanding with Chris4an values and
hearts to serve
Course Syllabus
ECS 3323- WA01A – Assessment of the Young Child
COURSE INFORMATION
Term: SUMMER A Dates: 5/1/2021 – 6/25/2021
Course Number: ECS 3323 Course Title: Assessment of the
Young Child
Credit Hours: 3 Prerequisites: None
INSTRUCTOR INFORMATION
Instructor’s Name: Lisa Sturges
Instructor’s E-mail: [email protected]
Instructor’s Office: Virtual/Phone
Office Hours: As requested
Instructor’s Cell #: 248-872-9062
COURSE DESCRIPTION
Examination of both formal and informal measures used to
observe and assess the
physical, emotional, social, and intellectual development and
growth of a young
child. Emphasizes developmentally-appropriate instruments and
alternative

7. assessment procedures, and the importance of assessment in
evaluation, parent
communication, and classroom planning. Required observation
hours (15).
Course Unit Delivery
Each weekly unit begins on Saturday 8:00 AM ET and ends on
Friday at 11:55 PM
ET.
mailto:[email protected]
2
ROCHESTER ONLINE/COURSE POLICIES AND
INFORMATION
1. Code of Academic Integrity: Students are expected to
understand and adhere
to the Rochester University Code of Academic Integrity, which
can be found at:
http://rochesteru.edu/academicintegrity
2. Attendance Policy: Rochester University expects regular and
punctual
attendance. Any student who misses more than 30% of class
meetings will
receive a grade of F for the course. It is the responsibility of the
student to
withdraw from the course before the last day to withdraw.
Attendance in an online
course is defined as logging in and actively participating in the
course;
documentable participation in the Learning Management System
(LMS) where

8. the online curriculum resides. To be present during a week, a
student must log
into the course and demonstrate participation by creating a
documentable entry.
Rochester University Policy states that, “Online students must
participate in their
course(s) within the first seven days from the official start
date”. Students who
are absent from the online course for more than one week (7
days) risk failing the
course.
3. COVID-19 Specific Policies: Up-to-date academic policies
for accommodations
for COVID-19, including provisions for attendance, mitigation
procedures, and
course access can be found in the linked file.
4. Online Course Shell: This course has a website in Moodle
available at
online.rochesteru.edu.
5. Withdraw date: Students may drop this course only if they
have not
participated. The last day to withdraw (reflected on the
transcript) from this eight-
week course is Friday of Week 5. Full refunds are issued for
drops (unless you
are still within the 12-18 hour block), and refunds are limited or
non-existent for
withdrawals depending on the date. The institutional calendar
can be found in the
course catalog https://rochesteru.edu/academics/course-catalog/
6. Late Policy: Communication between the professor and
student is the key to

9. the student’s success in this course. All the assignments of this
course are
mandatory. Therefore, if any assignment is not submitted, the
professor may give
the student a failing grade for not meeting all the requirements
of this course,
regardless of the calculated points earned.
• Timely participation in Discussion Boards is necessary for an
effective,
engaging discussion. Therefore, all Discussion Board initial
post discussions
(max 9 points) must be submitted by Tuesday at 11:55 pm, and
responses
must be given by Friday at 11:55 pm to all peers who comment
on their initial
post by Thursday night. Additionally, responses to two different
peers’ initial
posts (max 3 points each) must be submitte d by Thursday at
11:55 pm) of a
given week.
http://rochesteru.edu/academicintegrity
https://my.rochesteru.edu/wp-content/uploads/2020/06/Covid-
Specific-Academic-Policies-for-Students.pdf
https://rochesteru.edu/academics/course-catalog/
3
• Reading Log Assignments may also be turned in up to one
week late (10%
deduction up to 24 hours late and half credit if 2-7 days late).
After one week
(Friday at 11:55 p.m.) you will receive a grade of zero for the
weekly Reading

10. Log post. No assignments will be accepted after the last day of
the course.
• Other Assignments: If you believe you need an extension for
one of these
assignments, you must email the instructor by the due date for
the assignment
and explain the reason for your request. Late assignmen ts are
subject to a
10% reduction in the points per weekday, up to 50%. There will
be no credit for
any assignment submitted more than a week late. Any
assignments due in
Week 8 will not be accepted late. No assignments will be
accepted after the
last day of the course.
7. Biblical Integration Policy: Students are encouraged to
incorporate two or
three sentences interpreting the weekly Bible verse at the end of
their initial
Discussion Board post to reflect on Biblical principles and a
Christian Worldview.
One point will be given for the initial post for this short
summary of what this Bible
verse means to the student. This is in keeping with the Christian
philosophy of
Rochester University.
8. Writing styles: Students will be required to format several
written assignments
in American Psychological Association style (APA). These
include but are not
limited to title page, reference page, proper citations throughout
the document,
margins, font, double spacing, page numbers, running head,

11. structure and
content (introduction, thesis, organization, conclusion) and
proper grammar
(sentence structure, spelling, etc.). A recommended source is
http://
owl.english.purdue.edu/owl/resource/560/01/
9. Arrangements for Students with Disabilities: In compliance
with the
Americans with Disabilities Act of 1990, Rochester University
provides
reasonable accommodations for all persons with disabilities. If
you are seeking
accommodations, you are required to register with the
Accommodations Officer
(248-218-2011 or [email protected]). Rochester University’s
accommodations policy and forms can be found at
www.rochesteru.edu/student-
life/ada-accommodations. Please note that lectures may be
recorded by
students with disabilities who require auxiliary aids to ensure
equal access in the
classroom. Instructors and classmates may not forbid the use of
an aid that has
been approved by the accommodation officer.
10. RU Emergency Guidelines: For your safety, during the event
of a campus
lockdown, the professor/instructor is in charge and students are
instructed to
follow the directions of their professor or instructor. Please
familiarize yourself
with the RU emergency guidelines located on the student portal.
11. ACE: The Academic Center for Excellence (ACE) offers
free peer tutoring

12. sessions, 24/7 online tutoring support, study resources,
computer, and printer
http://owl.english.purdue.edu/owl/resource/560/01/
http://owl.english.purdue.edu/owl/resource/560/01/
mailto:[email protected]
http://www.rochesteru.edu/student-life/ada-accommodations
http://www.rochesteru.edu/student-life/ada-accommodations
4
stations, and much more for all Rochester University students.
For more
information, email [email protected] or visit
https://rochesteru.edu/ace/
12. Ham Library: The Ennis and Nancy Ham Library offers
electronic, print, and
audio-visual materials to all students, employees, and guests.
Users have remote
and on-campus access to indexing and full-text articles in over
60 electronic
databases, as well as numerous electronic books. For more
information, visit
http://rochesteru.edu/lib
13. Student Well-Being: If you are experiencing challenges
(such as mental health,
food insecurity, homelessness, personal emergencies, etc.) that
are interfering
with your coursework, you are encouraged to notify your
instructor, or contact the
Student Care Team ([email protected]) or the Dean of Students
for support and referrals to campus and/or community
resources.

13. ROCHESTER ONLINE ECS POLICIES
Student Evaluation and Assessment Policy
You will be evaluated based on your completion of the initial
and response posts in the
Discussion Board based on the question or topic of the week, a
Reading Log on the
course reading assignments, and the additional assignments
detailed in this syllabus
below.
It is important to refer to the Assignments Guidelines and
Rubrics and Forms section on
the home page for this online course. All student assignments
will be measured based
on the assessment rubrics available in this section, so it is in
your best interests to read
through the rubrics before completing the assignments.
The instructor will provide the student with relevant and clear
feedback about the work
submitted based on the Assignment Guidelines and Rubrics and
Grading Scale. All
course assignments will be graded within 7 days from the end of
the unit.
COURSE GRADING SCALE
Grade Points Percentage
A 372-400 93%-100%
A- 360-371 90%-92%
B+ 348-359 87%-89%

14. B 332-347 83%-86%
B- 320-331 80%-82%
mailto:[email protected]
https://rochesteru.edu/ace/
http://rochesteru.edu/lib
mailto:[email protected]
5
Standards for Assignments Policy
C+ 308=319 77%-79%
C 292-307 73%-76%
C- 280-291 70%-72%
D+ 268-279 67%-69%
D 252-267 63%-66%
D- 237-251 60%-62%
F 0-236 0%-59%
Guidelines for Written Assignments
Content
(the most important
part)

15. Make sure your content is clear and concise. Include enough
explanation for a high school student to read the paper and
learn something from it. However, make sure that you write
plainly without unnecessary repetition.
Spacing Double Spaced
Margins 1” each
Font Size 12
Font Type Times New Roman or Arial
Style The assignments must follow APA guidelines.
Reference Page Use SCHOLARLY, PEER-REVIEWED
references with in-text
citations for each reference. Any borrowed information in the
form of quotations, paraphrases, or summaries must have in-
text citations as well as complete citations on the references
page.
When citing published material, it should be referred to in the
past tense.
Title Page On each title page include the following:
Title of the paper
Student name
College name
6

16. ECS 3323 COURSE MATERIALS
Required Textbook Information
Wortham, S. C., & Hardin, B. J. (2020). Assessment in early
childhood education (8th
ed.). New York, NY: Pearson.
Required APA Website Information
https://owl.english.purdue.edu/owl/resource/560/02/
Recommended HighScope Websites
http://highscope.org/
Recommended Text
American Psychological Association (2009). Publication manual
of the American
Psychological Association (6th ed.) Washington, DC:
American Psychological
Association.
Recommended APA Websites
http://wwwapastyle.org
Software Requirements
Microsoft Word, Microsoft PowerPoint, and Adobe Acrobat
Reader (2010 or later)
Mechanics

17. (Grammar, Word
Usage, Spelling,
and such)
Use correct spelling. Do not use contractions in academic
writing (we’ve, that’s, don’t, etc.) unless within a direct quote.
It is always good to double use Spelling and Grammar check. If
Grammar check gives you confusing advice, feel free to
contact me for an explanation.
Use complete sentences that are grammatically correct.
https://owl.english.purdue.edu/owl/resource/560/02/
http://highscope.org/
http://wwwapastyle.org
7
SUMMARY OF COURSE REQUIREMENTS
• Review selected chapters and course materials outlined in your
class
calendar each week
• Actively participate in online Discussion Boards throughout
each week
• Submit a Reading Log/Field Experience Summary and
Reflection by the end of
each week
• Complete an Assessment Research paper on a topic of choice
related to the
assessment of the early child

18. • Submit a Field Experience Reflection paper and signed
Observation Timesheet
denoting 15 hours of observation time performed
COURSE REQUIREMENTS: DETAILED DESCRIPTION OF
COMPONENTS
Discussion Board (Due Weekly): CLOs 2-6; PLOs 1c, 3a, 3d,
4c-d, 5c, & 6a-e; EPIC ii & iii
Discussion Boards are the heart of the online classroom. In
order to succeed in this
course, you will need to become an active, contributing member
to each discussion.
Here are some quick tips for your success regarding
discussions:
• Participate in the discussion boards daily (At least look at the
discussions daily
so that you can be thinking about your response even if you are
not writing.)
• Your initial response to the question of the week should be
posted by Tuesday at
11:55 p.m. for full credit. You need to respond to the postings
of other students,
and they need to respond to your postings. Posting by Tuesday
gives everyone a
chance to respond.
• Your initial post must include at least one in-text citation and
at least one
reference in a labeled “References” section at the end of your
post.

19. • Your initial post must include a 2-3 sentence reflection on the
Bible verse
explaining the meaning to you personally and any application to
your own
teaching or to the course materials for the week.
• Reply to at least two of your peers’ initial posts each week by
Thursday at 11:55
PM EST. Each of these responses should be at least 80 words.
In addition, it is
your responsibility to respond to every student who comments
on your initial
response—as long as the other student’s comments are made by
Thursday at
11:55 p.m.
• Your posts should be relevant to the topic, enhance the
discussions, and clearly
state your ideas. Spell correctly and format references properly
in APA format.
Whenever possible, please integrate references from the course
readings to
support your comments.
• Direct comments to each person by name as appropriate AND
include your name
at the end.
Reading Log Summary and Reflection (Due weekly, 500-word
minimum):
CLOs 2-6; PLOs 1a-c, 2a, 3a, 4a-d, 5c, 6d; EPIC ii & iii
8

20. Each week you should submit a Reading Log/Field Experience
Reflection. The
goal of the reading log is for you to connect your reading
assignments to what
you are observing in the classroom. Briefly summarize what you
learn from the
reading assignments each week. As you discuss your insights
and perceptions
about the reading material, connect the reading to your
observations in the
classroom. When you borrow information from the textbook or
other course
reading materials such as articles etc., (summarized
information, paraphrased
information, or direct quotations), include the page number or
paragraph number
(if online) in your citation.
If you include information from any other outside sources, you
must also provide
an APA citation and appropriate in-text documentation for that
source.
Assessment Research Paper (Due Week 5): CLOs 3, 4, 6; PLOs
1c, 4d, 6a, 6d; EPIC ii & iii
Main Elements Required for Assessment Research Paper:
• Select an issue/topic you wish to address relating to
assessments of the young
child and the issues regarding assessing the early child today
from the
suggestion box below (or other topic of your choice, with prior
approval from
instructor). Please note that ELL/ESL will not be accepted as a
topic for this
course.

21. • Review three peer-reviewed scholarly journal articles or other
sources (not
counting our course textbook or other course materials) from
Rochester
University’s Ham Library, regarding your chosen topic relating
to assessment and
developmental readiness in learning
• Include a one-page introduction where you introduce the issue
and summarize
what you will cover in your paper. Include your topic sentence
or “hook” to get
your reader’s attention in the first sentence and include a
transition or lead-in
sentence at the end of your introduction telling what the body of
your paper will
include.
• Write a three-page main section of your paper, providing
details regarding your
topic, including examples and citations.
• Provide a one-page conclusion, including a summary of your
paper, your opinion
and viewpoint, and what teachers and families can do to address
any issues that
need resolution.
• Your paper must be APA formatted. Include citations
throughout your paper and a
reference list at the end with the header: References. Also
include bolded
centered headings for your Introduction/Appropriate Main
Section
Heading(s)/and Conclusion sections.

22. • Note: Published material is referred to in the past tense. Also,
academic writing
avoids using contractions (it’s, don’t, I’ll, etc.) except for direct
quotes.
9
Some Suggested Research Topics Relating to Assessment of
Young Children:
Field Observation Reflection Paper and Timesheet (Due Week
8): CLOs 1-4, & 6; PLOs
1c, 2b-c, 3b-d, 4d, 6a-d, 7a-b; EPIC ii & iii
• Students will be required to spend 15 hours of observation
time in an early
childhood classroom. The student will observe all teaching and
experiences in a
prearranged classroom setting.
• Students will be required to contact a preschool site and
schedule visits for a
total of 15 hours of observation time
• Note: You may contact the Rochester Church of Christ
preschool as an option for
your observations – 248-650-3690;
http://rochesterchurchpreschool.com/contact.html . Other
available facilities can
be found listed in the Field Experience Contact Information
document on the
Moodle course page.

23. • You may perform your observations in the facility where you
work, and this is
encouraged!
• Please arrange your observations with your director if
required. You may observe
teachers and students in the next room or across the hall. Just
try to pick those
classrooms you are not as familiar with, if possible.
• Please do not try to observe yourself teaching or try to observe
other teachers
and students while you yourself are also working. Try to find
some time to
observe when you are not busy working with students so you
may record and
focus on the interactions between other students and teachers.
If you must
observe during the time when you are also clocked-in to work
yourself, please
get approval from your director for this. Also, even if for just
brief periods, please
try to spend some time in another room or in your room sitting
on the sidelines
when you are not working yourself. Fifteen minutes is better
than not at all.
• Please perform observations in the two-year-old classrooms
and above rather
than the infant room.
• Once arranged in week 1, you will spend a total of 15 hours
anytime during
weeks 2-7 observing in an early childhood classroom and
recording hours
USING THE CLASSROOM OBSERVATION TIMESHEET at

24. the end of the
syllabus. Notes must be taken for each session to provide detail
for the Field
Observation Reflection Paper due in Week 8.
• A 2-3 page APA formatted Observation Reflection with 1-3
references connecting
course content to observations will be submitted into the course
drop box upon
completion of the 15 hours in a report format by the end of the
course in Week 8.
Assessment of young
children
Kindergarten readiness Developmental milestones
Learning Styles Social Development Observation Strategies
Learning Difficulties Stages of Development Technology in
Assessment
http://rochesterchurchpreschool.com/contact.html
10
• Use your personal notes from your Classroom Observations
and reflect and
summarize what you noticed and what strengths and weaker
areas you observed
throughout the 15 hours. Provide examples of two to three
situations you
witnessed. Also include your recommendations regarding what
could have been
improved and explain what positive observations you witnessed

25. and why they
were effective.
• Include the following topics in your Field Experience
Reflection (use the following
bold centered headers to guide you and organize your sections
of your paper):
• A signed scanned copy of the Observation Timesheet with 15
hours noted will be
submitted in Week 8 into the Observation Timesheet
Assignment forum. This
Observation Timesheet is located in the Assignment Guidelines,
Rubrics, and
Forms forum on the front page of this course and at the end of
this syllabus.
• Note About Waiver Application: If you have difficulty
providing this or
performing any portion of your field experience, please contact
your professor
before the field experience begins in Week 2 and alternative
arrangements could
be made. IMPORTANT: WRITING A REFLECTION ON YOUR
FIELD
EXPERIENCE/OBSERVATION IS A MANDATORY
ASSIGNMENT. IF THE
REFLECTION IS NOT SUBMITTED, THE PROFESSOR MAY
GIVE THE
STUDENT A FAILING GRADE OR INCOMPLETE IN THE
COURSE.
Topics and Sub-topics
Observation Summary with Examples

26. Review of Notes
Strengths Observed
Areas Needing Improvement
Connections to Textbook/Materials
Personal Reflection
Recommendations
Closing Thoughts
11
COURSE EVALUATION POINT TOTALS
Assessments Due Number Points
each
Total Points
Weekly Online
Participation
Discussions Board
Initial posts
Bible Int.
Reply posts
Weekly
8

27. 15
(8)
(1)
(3 each)
120
Reading Logs/
Summary
Reflection
Weekly 8 15
120
Assessment
Research Paper
Week 5 1 100 100
Field Experience
Observation
Reflection Paper and
Timesheet
Week 8
1 80

28. 30
110
Total 18 450
Assessment of the Young Child Weekly Overview
Wk Topic Weekly
Assignments
Weekly
Reading
Specific Learning
Outcomes
1 Overview of
Assessments
An Overview of
Assessment in
Early Childhood/
How Infants and
Young Children
Have and are
being Assessed
1. Post a little
about yourself in
the Icebreaker
forum in the
Discussion Board
(DB1)
2. Discussion

29. Board (DB2)
3. Reading Log
Summary and
Reflection
4.Make
arrangements for
Field Experience/
Observation
Chapter 1
and 2
Understand the
Purposes of
Assessment in Infancy
and Early Childhood
Explore the History of
Tests and
Measurements in Early
Childhood
12
2 Communicating
with
Families
1. Discussion
Board
2. Reading Log
Summary and
Reflection
3. Begin Field

30. Experience/
Observation
Chapter 3 Strategies for
establishing and
maintaining family-
professional
partnerships that
benefit children
Examine how to
conduct effective
parent conferences
3 How Standardized
Tests Are Used,
Designed, and
Selected
Using and
Reporting
Standardized
Test Results
1. Discussion
Board
2. Reading Log
Summary and
Reflection
3. Continue Field
Experience/
Observation
Chapters 4
and 5

31. Examine how
Standardized Tests Are
Used, Designed, and
selected for Infants and
Young
Children
Understand the uses of
Norm-Referenced and
Criterion-Referenced
Tests
4 Classroom
Assessment and
Documentation
Observation
1. Discussion
Board
2. Reading Log
Summary and
Reflection
3. Continue Field/
Experience/
Observation
Chapters 6
and 7
Unpack classroom
assessment and
Documentation
strategies
Review the purposes

32. of observation to help
teachers understand
children’s behavior
5 Checklists, Rating
Scales,
and Rubrics
1. Discussion
Board
2. Reading Log
Summary and
Reflection
3. Continue Field
Experience/
Observation
4. Submit
Assessment
Research Paper
Chapter 8 Evaluate Children’s
Development
Evaluate learning
progress using
checklists, rating
scales, and rubrics
13
OUTCOMES/GOALS MET THROUGH THIS COURSE: ECS
3323
The content of this course is consistent with the following
Course Learning Outcomes
(CLOs), the Program Learning Outcomes (PLOs), and the

33. applicable Rochester
University EPIC Learning Goals.
Course Learning Outcomes (CLOs)
1. Students collect anecdotes by observing children in their
natural environments. They
then take their observations and connect them to child
development through
assessment measures (e.g., Child Observation Record). Finally,
they conduct a
more in-depth analysis of specific anecdotes and connect the
anecdote to the theory
and to the significance of the observation to the child’s
development.
6 Teacher-Designed
Assessment
Strategies
1. Discussion
Board
2. Reading Log
Summary and
Reflection
4.Continue Field
Experience/
Observation
Chapter 9 Understand purpose of
Teacher-Designed
Assessments and
Tests
7 Performance-
Based

34. Assessment
Strategies
1. Discussion
Board
2. Reading Log
Summary and
Reflection
3. Complete field
experience
Observation and
begin paper
Chapter 10 Learn to develop
quality teacher-
designed assessments
Understand the Need
for Alternative
Assessment
and Reporting Systems
8 Portfolio
Assessment
1. Discussion
Board
2. Reading Log
Summary and
Reflection
3. Submit Field
Experience/
Observation
Reflection Paper
plus Observation
Timesheet

35. Chapter 11 Analyze how to create
Portfolio Assessments
14
2. Students learn to utilize assessment to plan and individualize
programming that
meet the needs of children and ensure growth in all
developmental domains.
Students also learn to discuss children’s growth and
development patterns to
families in a clear, supportive manner.
3. Provides an examination, use and interpretation of a variety
of informal measures
used to assess the physical, emotional, social, and intellectual
development and
growth of a young child.
4. This course emphasizes developmentally appropriate
assessment instruments and
alternative assessment procedures.
5. This course addresses the importance of involving families in
assessing the child’s
needs, setting individual goals, and updating the child’s
progress in an ongoing
manner. Students also learn to identify and discuss possible
consideration and/or
barriers for involving families in the assessment process.
6. Provides an examination, use and interpretation of a variety
of formal and informal

36. measures used to assess the physical, emotional, social, and
intellectual
development and growth of a young child for instructional
decision making.
Program Learning Outcomes (PLOs); Guided by NAEYC
Standards for Early
Childhood Professional Preparation
Outcome: Standard 1. Promoting Child Development and
Learning
1a: Knowing and understanding young children’s characteristics
and needs, from
birth through age 8.
1b: Knowing and understanding the multiple influences on early
development and
learning
1c: Using developmental knowledge to create healthy,
respectful, supportive, and
challenging learning environments for young children
Outcome: Standard 2. Building Family and Community
Relationships
2a: Knowing about and understanding diverse family and
community characteristics
2b: Supporting and engaging families and communities through
respectful,
reciprocal relationships
2c: Involving families and communities in young children’s
development and learning

37. Outcome: Standard 3. Observing, Documenting, and Assessing
to Support
Young Children and Families
15
3a: Understanding the goals, benefits, and uses of assessment—
including its use in
development of appropriate goals, curriculum, and teaching
strategies for young
children
3b: Knowing about and using observation, documentation, and
other appropriate
assessment tools and approaches, including the use of
technology in
documentation, assessment, and data collection
3c: Understanding and practicing responsible assessment to
promote positive
outcomes for each child, including the use of assistive
technology for children with
disabilities
3d: Knowing about assessment partnerships with families and
with professional
colleagues to build effective learning environments
Outcome: Standard 4. Using Developmentally Effective
Approaches to
Connect with Children and Families
4a: Understanding positive relationships and supportive

38. interactions as the
foundation of their work with young children
4b: Knowing and understanding effective strategies and tools
for early education,
including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate
teaching/learning
approaches
4d: Reflecting on own practice to promote positive outcomes for
each child
Outcome: Standard 5. Using Content Knowledge to Build
Meaningful
Curriculum
5c: Using own knowledge, appropriate early learning standards,
and other resources
to design, implement, and evaluate developmentally meaningf ul
and challenging
curriculum for each child
Outcome: Standard 6. Becoming a Professional
6a: Identifying and involving oneself with the early childhood
field
6b: Knowing about and upholding ethical standards and other
early childhood
professional guidelines
6c: Engaging in continuous, collaborative learning to inform
practice; using
technology effectively with young children, with peers, and as a

39. professional
resource
16
6d: Integrating knowledgeable, reflective, and critical
perspectives on early
education
6e: Engaging in informed advocacy for young children and the
early childhood
profession
Outcome: Standard 7. Early Childhood Field Experiences
7a: Opportunities to observe and practice in at least two of the
three early childhood
age groups (birth-age 3, 3-5, 5-8)
7b: Opportunities to observe and practice in at least two of the
three main types of
early education settings (early school grades, child care centers
and homes, Head
Start programs
Rochester University’s EPIC Learning Goals
ii) Preparing: Students will acquire knowledge and develop
skills to serve in their
neighborhoods, organizations, and businesses.
iii) Integrating: Students will connect and apply knowledge and
skills to their
personal and professional lives.

40. 17
Classroom Observation Time Sheet COURSE: ECS3323
Name _____________________________ School
____________________________
Principal/Director (PRINT) ________________________
Phone________________
I affirm that the above information is accurate and indicates the
amount of time spent
in this classroom observation experience.
_______________________________________________
___________________
Student’s Signature Date
_______________________________________________
__________________
DATE CHECK-IN CHECK-OUT ACTIVITY(IES) OBSERVED
18
Supervising Director’s Signature Date

41. Assessment Research Paper: CLOs 3, 4, 6; PLOs 1c, 4d, 6a, 6d;
EPIC ii & iii
Main Elements Required for Assessment Research Paper:
Select an issue/topic you wish to address relating to assessments
of the young child and the issues regarding assessing the early
child today from the suggestion box below (or other topic of
your
choice, with prior approval from instructor). Please note that
ELL/
ESL will not be accepted as a topic for this course.
Review three peer-reviewed scholarly journal articles or other
sources (not counting our course textbook, Textbook is
attached)
Include a one-page introduction where you introduce the issue
and summarize what you will cover in your paper. Include your
topic sentence or “hook” to get your reader’s attention in the
first
sentence and include a transition or lead-in sentence at the end
of
your introduction telling what the body of your paper will
include.
Write a three-page main section of your paper, providing details
regarding your topic, including examples and citations.
Provide a one-page conclusion, including a summary of your
paper, your opinion and viewpoint, and what teachers and
families
can do to address any issues that need resolution.
Your paper must be APA formatted. Include citations

42. throughout
your paper and a reference list at the end with the header:
References. Also include bolded centered headings for your
Introduction/Appropriate Main Section Heading(s)/and
Conclusion sections.
• Note: Published material is referred to in the past tense. Also,
academic writing avoids using contractions (it’s, don’t, I’ll,
etc.)
except for direct quotes.
Some Suggested Research Topics Relating to Assessment of
Young Children:
Assessment of
young children
Kindergarten
readiness
Developmental
milestones
Learning Styles Social Development Observation Strategies
Learning Difficulties Stages of Development
Technology in
Assessment