In this course, you will enhance your professional assessment literacy by critically examining authentic assessment practices for the purposes of teaching and learning in early childhood settings. Together we will explore assumptions, biases, and beliefs influencing assessment selection with awareness and attention to pedagogies for teaching and learning, and societal values and discourses. Using an inquiry process, you will learn about pedagogical documentation through your own engagement with it. Self-selected learning communities will inquire into a topic relevant to authentic assessment literacy and teaching and learning in the early years, investigate current literature and practices, discuss implications for student and program planning, and reflect on and make visible your learning journey. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning. Restriction(s): Restricted to students in the College of Education, or with special permission by the Department Head of Curriculum Studies. Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
In this course, you will enhance your professional assessment literacy by critically examining authentic assessment practices for the purposes of teaching and learning in early childhood settings. Together we will explore assumptions, biases, and beliefs influencing assessment selection with awareness and attention to pedagogies for teaching and learning, and societal values and discourses. Using an inquiry process, you will learn about pedagogical documentation through your own engagement with it. Self-selected learning communities will inquire into a topic relevant to authentic assessment literacy and teaching and learning in the early years, investigate current literature and practices, discuss implications for student and program planning, and reflect on and make visible your learning journey. Attention will be given to First Nations, Métis, and Inuit perspectives and ways of knowing, and culturally responsive practices that integrate the out of school experiences of linguistically and culturally diverse children and families into classroom learning. Restriction(s): Restricted to students in the College of Education, or with special permission by the Department Head of Curriculum Studies. Prerequisite(s): Students pursuing the B.Ed. Direct Entry Program must complete EFDT 101.3; ECUR 163.3 or ECUR 164.3 or ECUR 165.3; EFDT 265.3 or ECUR 265.3; EPSE 202.3.
