Rating Scale

ECERS- R RATING MEASURES CAS 305: ADVANCED OBSERVATION AND ASSESSMENT IN EARLY CHILDHOOD

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https://youtube.com/watch?v=lP_e20Hi_gA%3Fab_channel%3DECALearningHub

· ECERS (Write At least 2 Anecdotal Notes Per Item- 6 total) and you have choose the rate from 1 to 7

· This is a video helping you know how to score

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Selected items from the Language-Reasoning Subscale of the Early Childhood Environment Rating Scale-Revised (ECERS-R)

· Item 16: Encouraging Children to Communicate

· Item 17: Using Language to Develop Reasoning Skills

· Item 18: Informal Use of Language

Inadequate
1

2

Minimal
3

4

Good
5

6

Excellent
7

Item 16

Encouraging Children to Communicate

1.No activities used by staff with children to encourage them to communicate

2.Very few materials accessible that encourage the children to communicate

3.1 Some activities used by staff with children to encourage them to communicate

3.2 Some materials accessible to encourage children to communicate

5.1 Communication activities take place during both free play and group times

5.2 Materials that encourage children to communicate are accessible in a variety of interest centers

7.1 Staff balance listening and talking appropriately for age and abilities of children during communication activities.

7.2 Staff link children’s spoken communication with written language.

Item 17

Using Language to Develop Reasoning Skills

1.Staff do not talk with children about logical relationships

.Concepts are introduced inappropriately

3.1 Staff sometimes talk about logical relationships or concepts

3.2 Some concepts are introduced appropriately for ages and abilities of children in group, using words and concrete experiences

5.1Staff talk about logical relationships while children play with materials that stimulate reasoning.

5.2 Children are encouraged to talk through or explain their reasoning when solving problems

7.1 Staff encourage children to reason throughout the day, using actual events and experiences as a basis for concept development.

7.2 Concepts are introduced in response to children’s interests or needs to solve problems

Item 18

Informal Use of Language

1.Staff talk to children only to control their behavior and manage routines
2.Staff rarely respond to children’s talk
3.Children’s talk is discouraged much of the day

3.1 Some staff-child conversation

3.2 Children allowed to talk much of the day

5.1 Many staff-child conversations during free play and routines

5.2 Language is primarily used by staff to exchange information with children and for social interaction

5.3 Staff add information to expand on ideas presented by children

5.4 Staff encourage communication among children, including those with disabilities

7.1 Staff have individual conversations with most of the children

7.2 Children are asked questions to encourage them to give longer and more complex answers

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· CLASS RATING MEASURES

· Watch this video to do the class rating measures:

https://youtube.com/watch?v=ejD-j2lOx30%3Fab_channel%3DRedleafPress%26index%3D9%26list%3DPLG5a7din-gkIBqxwqfaq1r4mMet2Hx4Tz

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· CLASS (At least 1 Anecdotal Note per Indicator- 5 total)
The Language Modeling Dimension from the Classroom Assessment Scoring System (CLASS)

· Frequent Conversations

· Open-Ended Questions

· Repetition and Extension

· Self and Parallel Talk

· Advanced Language

Low

Middle

High

1

2

3

4

5

6

7

Frequent Conversations

· Back-and-forth exchanges

· Contingent responding

· Peer conversations

There are few if any conversations in the classroom.

There are limited conversations

in the classroom.

There are frequent conversations in the classroom.

Open-Ended Questions

· Questions require more than a one-word response

· Students respond

The majority of the teacher’s questions are close-ended.

The teacher asks a mix of close-ended

and open-ended questions.

The teacher asks many

open-ended questions.

Repetition and Extension

· Repeats

· Extends/elaborates

The teacher rarely, if ever, repeats or extends the students’ responses.

The teacher sometimes repeats or

extends the students’ responses.

The teacher often repeats

or extends the student’s responses.

Self and Parallel Talk

· Maps own actions with language

· Maps student action with language

The teacher rarely maps his/her own actions or the students’ actions through language and description.

The teacher occasionally maps his/her own actions and the students’ actions through language and description.

The teacher consistently maps his/her own actions and the students’ actions through language and description.

Advanced Language

· Variety of words

· Connected to familiar words and/or ideas

The teacher does not use advanced language with students.

The teacher sometimes uses advanced language with students.

The teacher often uses advanced language with students.

TPOT Observation

Watch this video to do the TPOT:

https://youtube.com/watch?v=gHmZ4mGm5V4%3Fab_channel%3DECALearningHub%26index%3D25%26list%3DPLG5a7din-gkIBqxwqfaq1r4mMet2Hx4Tz

TPOT (At least 1 Anecdotal Note for Every Yes)

The Teachers Engage in Supportive Conversations with Children subscale from the Teaching Pyramid Observation Tool (TPOT)

• SC1-SC10

Indicator

Yes

No

Notes

SC1

Teacher acknowledges children’s communication to him or her.

SC2

Teachers greet/call most children by name during the observation.

SC3

Teacher has brief conversations with children.

SC4

Teacher joins in children’s play AND engages in brief conversations about their play.

SC5

Teacher’s tone in conversations with children is generally positive, calm, AND supportive.

SC6

Teacher responds to children’s comments AND ideas by asking questions AND making comments.

SC7

Teacher often uses positive descriptive feedback for children’s skills, behaviors, and activities.

SC8

Teacher joins in children’s play to expand their interactions and ideas with other children.

SC9

Teacher has extended comfortable AND positive conversations with children during activities and routines about their interests and ideas.

SC10

Teacher uses alternative strategies when communicating with children who are nonverbal, language delayed, or dual-language learners.

(Score N/O only if no children requiring these supports are in attendance.)

ANSWER QUESTION

4. Complete a written summary with the guided questions below.

• Your summary should be in APA format with a title and reference page.

• You may include scanned pdf copies of your handwritten score sheets or digital copies of your score sheets, as long as it is clear what you chose to score the video.

• You include your scanned pdf copies of your anecdotal notes or digital copies of your anecdotal notes.

Your summary should answer the following questions. Each answer should be clearly labeled with the question that is being addressed. Your answer should explicitly refer to the observation data, use course vocabulary and concepts, and respond fully to all aspects of the question.

A. Based on this observation, how would you describe the teacher, classroom, and

i. curriculum to a colleague? Make sure to support your answers with specific

ii. example/evidence from your anecdotal notes. If you include evaluative or

subjective

iii. terms, make sure that you explain the logic by which you reached that

iv. evaluation/opinion.

B. These subscales are designed to measure the amount of support that the teacher and curriculum provide for children’s development of language and cognitive skills required for effective conversation. Which measure do you believe has better construct validity (or are they similar)? Make sure to explain your answer completely.

C. Do you believe these measures are reliable?

i.
General reliability: Did you understand the measure? Did you find it easy or
challenging to decide which rating to give each activity on each scale? Are you sure that you would pick the same rating if you saw the same behavior/event again?

ii.
Test-retest reliability: How much was the teacher affected by the activity and the children with whom he/she was interacting? Would the teacher behave similarly on a different day or during a different activity?

iii.
Inter-rater reliability: Was the scale well defined? How confident are you that other people would interpret the scale in the same way and choose the same rating?

D. How well do these measures represent effective assessment of program quality as defined by the NAEYC Position Statement, your personal experience/education, and/or your course sources? Be specific in your answer.