EDUC – 3003 Week 2Assignment 1 Ashley Ann Abron Walden University 1)Pages 35-41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these. Identify when assessment for each category is most likely to be effective. When simplified teachers use assessment into two categories (1) to use the information to work with their students individually/group and (2) to monitor their progress. To avoid being overwhelmed with information the assessment process follows four general decision-making categories. The first is Assessing to Know Children Individually and as Members of a Group. The one thing that individuals and groups have in common is that they each have their own approaches to what and how they learn. Teachers will have to maneuver working with both and how their attitudes and habits can affect their learning. Knowing the abilities of children individually as well as in a group will help the teacher to aid in their educational development and interest. Assessment will be most effective when a teacher can discern when to assess a child individually and when to asses as a group. In addition a teacher should know the strength of the individual and the group. If an issue is clearly limited to an individual there is no need to assess the whole class. Teachers should also keep in mind what can influence a child's behavior such as the environment, time of day, materials available, and other children. Another general decision-making category of assessment is Assign Progress Toward Expected Outcomes in Development and Learning. This means that as children progress through their education it is expected that they meet certain requirements. Children are expected to reach certain milestones not only in their growth and development but also in their academic’s studies. To ensure that children are reaching these milestones assessments should be frequent can cover various aspects for them to be the most effective. The third general decision-making categories of assessment are Expected Child Outcomes in Major Development Domains. When assessing student’s teachers should focus on the major domains of child development; physical, social, emotional, and cognitive. Each domain is important to the overall development of growth of a child. For teachers to successfully assess each domain of a child is to record the progress of each, even if it isn't required. Conclusively Expected Child Outcomes Stated as Standards is the last category of the assessment decision making. Organization in child education from state departments to school districts have written out specific academic and developmental standards for children of every age group. Standards are directed towards content and performance from the general to the specific. In this regard, assessment is most effective when it is flexible and comprehensiv.

1. EDUC – 3003 Week 2Assignment 1
Ashley Ann Abron
Walden University
1)Pages 35-41 of Assessing and Guiding Young Children's
Development and Learning outline four general decision-making
categories of assessment. Briefly, summarize each of these.

2. Identify when assessment for each category is most likely to be
effective.
When simplified teachers use assessment into two categories
(1) to use the information to work with their students
individually/group and (2) to monitor their progress. To avoid
being overwhelmed with information the assessment process
follows four general decision-making categories. The first is
Assessing to Know Children Individually and as Members of a
Group. The one thing that individuals and groups have in
common is that they each have their own approaches to what
and how they learn. Teachers will have to maneuver working
with both and how their attitudes and habits can affect their
learning. Knowing the abilities of children individually as well
as in a group will help the teacher to aid in their educational
development and interest. Assessment will be most effective
when a teacher can discern when to assess a child individually
and when to asses as a group. In addition a teacher should
know the strength of the individual and the group. If an issue is
clearly limited to an individual there is no need to assess the
whole class. Teachers should also keep in mind what can
influence a child's behavior such as the environment, time of
day, materials available, and other children.
Another general decision-making category of assessment
is Assign Progress Toward Expected Outcomes in Development
and Learning. This means that as children progress through
their education it is expected that they meet certain
requirements. Children are expected to reach certain milestones
not only in their growth and development but also in their
academic’s studies. To ensure that children are reaching these
milestones assessments should be frequent can cover various
aspects for them to be the most effective. The third general
decision-making categories of assessment are Expected Child
Outcomes in Major Development Domains. When assessing
student’s teachers should focus on the major domains of child

3. development; physical, social, emotional, and cognitive. Each
domain is important to the overall development of growth of a
child. For teachers to successfully assess each domain of a child
is to record the progress of each, even if it isn't required.
Conclusively Expected Child Outcomes Stated as Standards is
the last category of the assessment decision making.
Organization in child education from state departments to
school districts have written out specific academic and
developmental standards for children of every age group.
Standards are directed towards content and performance from
the general to the specific. In this regard, assessment is most
effective when it is flexible and comprehensive so that it can
progress towards success for any goal or standard.
2)Using the website http://www.childfind-idea-il.us listed under
the Resources as an example, research a Child Find Project in
the state where you live and identify the different professional
roles in the assessment process.
The Child Find Project is a program that requires all school to
find and assess any of their students with disabilities. It strives
to have every state develop a system to determine which
students with disabilities are receiving educational assistance
and which are not. Children from birth through age 21 are
required by their school to be identified and evaluated
regardless of the nature of their disability or whether they
attend a private school or public school. From federal, school
districts to teachers each has a role to play in their assessment
process. In the state of California federal departments are in
place such as the Office for Civil Rights of the Educational
Department sends out information through door-to-door
surveys, brochures, public meetings, and physician referrals on
how to identify and evaluate children with disabilities. Much of

4. this information is available to many school districts and public
libraries.
In the state of California, about 10% of public school
enrollment is made up of students with disabilities. To
accommodate these students, school districts use the
information and regulation provided by the federal department
to ensure that they are receiving a proper education. As a result,
these districts design their schools to have separate settings for
children whose nature and severity of their disabilities render
the typical school environment impractical. Children with less
severe disabilities such as those with speech or language
impairments may receive specialized academic instruction. To
properly address students with disabilities, California teachers
use the Student Study Team (SST) and Response to
Intervention(Rti) that involves both the I administration and
parents to discuss the child's progress and provide interventions
targeted to their needs. In addition, teachers can support their
students with special needs is by using the Tool Kit on Teaching
and Assessing Students with Disabilities (Tool Kit). This aids
teacher by using models to create a framework to include
children with disabilities into the assessment system.
3)The position statements, published by the National
Association for the Education of Young Children (NAEYC),
"Where We Stand on Curriculum, Assessment and Program
Evaluation" and "Screening and Assessment of Young English-
Language Learners" outlines recommended standards for
developmentally appropriate and authentic assessment in early
childhood. Review these standards, and explain, providing
examples, how these standards can be used to ensure that
appropriate assessment practices are in place

5. The NAEYC has made many statements on what
is quality child education and recommended that many
establishments strive to uphold and follow these standards to
achieve this quality. Their standards also extend to curriculum,
assessment, program evaluation as well as screening and
assessing young English learners. The NAEYC stance on
curriculum is that " thoughtfully planned, challenging,
engaging, developmentally appropriate, culturally and
linguistically responsive, comprehensive and likely to promote
positive outcomes for all young children”. Teachers can know if
their curriculum meets this standard if it builds on prior
learning experiences, if the student are engaged in the material,
and if it is comprehensive. To best assess a child's progress of
the course material the NAEYC feels that assessment should be
appropriate, valid, and reliable to ensure that they are getting
the most out of their education and address any notable
concerns that may need intervention. If teachers can create an
assessment that is age appropriate, use multiple sources, and is
significant for their development and education then they will
be properly using the assessment for its intended purpose. When
that is achieved then the program evaluation can be held
accountable. It will assist teachers to continually improve their
curriculum based on multiple source date from individual to
group assessment.
The NAEYC feels that " All young children have the
right to be assessed in ways that support their learning and
development." This includes assessing young English learners
which the organization feel is a growing concern. Their
concerns are validated by the increase in diversity among young
children and their family. It is becoming more and more
common to have young students to learn English as their second
language. In addition to having screenings and assessments be
used for its intended purpose to track and support their
development, assessing young English learners need to

6. culturally appropriate to their linguistic characteristics. To
ensure that appropriate assessment practices are in place for
young English learners, teachers need to be educated in
language acquisition and have cultural competence. When
followed by policies within the administration program it this
guideline will help improve screening and assessment practices
for young English language learners.
resources
https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-
statements/WWSEnglishLanguageLearnersWeb%20%282%29.p
df
https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/position-
statements/StandCurrAss.pdf
. (n.d.). Retrieved December 08, 2017, from
http://www.childfind-idea-il.us/Resources.aspx
McAfee, O., Leong, D. J., & Bobrova, E. (2016). Assessing and
guiding young children's development and learning (6th ed.).
Boston: Pearson. (pp.35-41)
(2013, January 03). Retrieved December 10, 2017, from
http://www.lao.ca.gov/reports/2013/edu/special-ed-
primer/special-ed-primer-010313.aspx#3

7. ENG125: Introduction to Literature
Proposal for Final Paper Worksheet
Week 1 Prompt & Story Selection Log
Once you have decided on an approved prompt and approved
text(s), respond to the questions below. Please be mindful of
the word count and double-space all of your responses. You are
to meet the minimum word requirement without going over the
maximum number of words requested.
1. What is your chosen prompt for the literary analysis
assignment?
(Include the number and first sentence of the prompt you chose
from the list of prompts. The prompt is the main paper topic,
not the story itself or the guiding questions.)
2. What text will you write about? (Full story title & Author
name) How does the text connect with the prompt?
3. Read the story thoroughly and answer the following. Be sure
to review key terms like character, setting, and conflict before
you answer:
a. Who is/are the main character(s) in this story?
b. What is the setting of this story?
4. What is the main conflict in the story? (Write 100-150 words

8. describing this conflict)
5. Write a working thesis for your literary analysis essay below.
ENG125: Introduction to Literature
List of Writing Prompts
PROMPT 1
Write an analysis of a key character in a literary work. Focus on
the key actions and thoughts of
that character. Discuss the character’s motivations and
decisions in terms you can support with
clear evidence from a critical reading of the text. Consider
whether this character’s actions fit

9. together or contradict each other. You may also want to
consider whether or not any other
characters in the story are aware of this conflict, and if so, how
they influence the character you
are writing about.
Literary Works (choose one):
“Piropo” (Leticia del Toro, 2011) [ch. 5]
Guiding Questions
1. What types of conflicts are revealed between the narrator and
the other workers?
Between the narrator and their employers? (Cultural? Familial?
Economic? Others?)
2. The first-person narrator comments on how a woman in the
story dresses and acts. How
does this relate to the conflicts in the story?
3. How could you address the narrator’s internal conflict
(“individual v. self”) in terms of
the political, familial, and social conflicts in the story?
"A Worn Path” (Eudora Welty, 1941) [ch. 6]
Guiding Questions

10. 1. The main character makes a difficult journey in the story.
This reveals some of her
values and commitments, such as her love for a relative. How
does this commitment
influence the way she copes with other conflicts in the story?
2. Does Phoenix act differently around other people than she
does with animals and
nature? What does this reveal about Phoenix’s sense of herself
in the world?
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ENG125: Introduction to Literature
3. How do the other characters in the story influence Phoenix’s
behavior, and what does
this reveal about Phoenix’s sociocultural status?
“What You Pawn, I Will Redeem” (Sherman Alexie, 2003) [ch.
4]
Guiding Questions

11. 1. How does the grandmother’s property at the pawnshop help
to define the narrator’s
desires and feeling of obligation to recover it? Why is it so
important?
2. How does the character accomplish his objective? How is this
surprising, considering all
of the unfortunate events and bad decisions he has made?
3. How do some of the other characters—the pawn shop owner,
the waitress, the police
officer, and the other Native Americans, for example—play an
important role in showing
the narrator’s good heart and his commitment to an important
mission?
PROMPT 2
In some stories, characters come into conflict with the culture in
which they live. A character
might feel alienated from his/her community or society due to
race, gender, class, or ethnic
background. The texts below contain an ‘outcast’ character,
reflecting the surrounding society’s
assumptions, morality, and values. As you critically read the
text you have chosen, consider
how this alienation is expressed in the text and why it is

12. significant.
Literary Works (choose one):
“Donald Duk and the White Monsters” (Frank Chin, 1991) [ch.
6]
Guiding Questions:
1. The main character is Chinese-American. He identifies with
white American cultural
figures like Fred Astaire but is unhappy about being associated
with a Disney character.
How do his internal or cultural conflicts relate to his external
conflicts with others?
2. How is the tension between the main character's different
identities resolved (or not) in
the story? Does the story suggest that he finds a comfortable
hybrid cultural identity?
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ENG125: Introduction to Literature

13. 3. How does the character respond to bullies in the story, and
how does his father help
him? What do these bullies reveal about their own cultural
identities?
“What You Pawn, I Will Redeem” (Sherman Alexie, 2003) [ch.
4]
Guiding Questions:
1. What beliefs and values from Native American culture does
the narrator consider
important, based on his ideas and actions in the story?
2. What kinds of experience and values do characters share
across cultural differences like
Native Americans and whites, or even between different native
groups in the story?
3. How do the bisexual character, the narrator, and the homeless
characters in the story all
demonstrate and resolve different “outsider” identities?
“Piropo” (Leticia del Toro, 2011) [ch. 5]
Guiding Questions:
1. What are some of the ways the narrator and other Mexican-
Americans in the story cope

14. with being treated like second-class citizens in Berkeley,
California? Are there times at
which they stand up for themselves and reveal the unfairness of
such discrimination?
2. How does the narrator’s work ethic and anger at those who
don’t work as hard as she
does show her sense of morality and her expectations for her
community?
3. The story uses Spanish and English, and it also uses strong
language to make some of its
points about cultural and social difference. What are some of
the ways in which these
elements show cultural conflict and agreement?
PROMPT 3
Consider the role of setting, or context, in one of the works. For
example, a story that takes
place in a wild and natural setting might include characters
struggling against nature. Stories set
in the city might feature diverse identities, which can also
contribute to character conflict. As
you critically read one of the texts below, consider how the
protagonist’s relationship with the
setting reveals his/her identity and development.

15. ENG125: Introduction to Literature
Literary Works (choose one from any of the lists below):
"A Worn Path" (Eudora Welty, 1941) [ch. 6]
Guiding Questions:
1. Why is the Christmas season setting significant, considering
the plot?
2. Phoenix has to cope with several physical obstacles along her
journey. How do these
episodes reveal her character?
3. How do Phoenix’s encounters with other people on her
journey demonstrate social
conflicts in the regional and/or historical contexts, in the story?
“Donald Duk and the White Monsters” (Frank Chin, 1991) [ch.
6]
Guiding Questions:

16. 1. How does the city setting contribute to the conflicts between
the characters? Do the
"close quarters" of city life contribute to their disagreements?
2. What does the story suggest about life in America for
immigrant communities, and how
do the popular media contexts in the story relate to characters’
cultural identities?
3. One important context of this story is the racism of some
Americans. How does the
story show this aspect of American identity and also suggest
positive American
identities?
“What You Pawn, I Will Redeem” (Sherman Alexie, 2003) [ch.
4]
Guiding Questions
1. What are some of the ways that the narrator is an “effective”
homeless person, and
how does this show his connection to communities and places
throughout the story?
2. What sorts of conflict do the Native Americans in the story
cope with, and how is the
concept of cultural homelessness presented as a historical and
metaphorical conflict?

17. 3. How does the narrator in the story cope with his
setting/context, whether through
imagined escapes or other means. Is he successful?