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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

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Education Exams-Coopersmith Career Consulting

Descriptions and credit recommendations for all evaluated learning experiences

Location:

Various; distance learning format.

Length:

Varies (self-study; self-paced). 

Dates:

June 2017 - Present. 

Objectives:

Upon successful completion of the exam, students will be able to: explain the purposes of assessment in early childhood and how infants and young children are assessed; describe elements of a comprehensive assessment system for children of all ages; explain how assessment results are used for instruction and to evaluate the instructional program; discuss how the assessment process should be implemented during the school year with school-age children; describe how test scores are reported and how and when they should be shared with parents; evaluate the pros and cons of standardized testing as well as other types of objective assessments; assist in ensuring the development and maintenance of checklists, rating scales, and rubrics; describe the types of assessments used with preschool and primary-grade children; assist in the crafting of quality portfolio assessment systems; and describe model portfolio assessment and reporting systems.

Instruction:

This exam serves as an introduction to assessment in early childhood settings. Various means of assessment (i.e. formative, summative, authentic, traditional, etc.) when implemented properly can enhance the quality of instruction and enhance students’ learning.  The material included in this course is designed increase students’ understanding of the critical role valid and reliable classroom assessment has in supporting learning in the classroom.  Additionally, students explore how to evaluate assessment data for instructional decision-making.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).

Location:

Various; distance learning format.

Length:

Varies (self-study; self-paced). 

Dates:

June 2017 - Present. 

Objectives:

Upon successful completion of the exam, students will be able to: examine the contributions of creativity and imagination to the total learning of the child; understand the scope and social and personal impact of the fine arts; explore methods of helping children discover the fine arts through practical experiences, materials, and museum experiences; promote understanding and appreciation of other cultures through research about prominent artists from various cultures, both globally and within the United States; and create and use an understanding of the arts and aesthetics in integrating the arts into other disciplines in the elementary curriculum.

Instruction:

This exam supports students as they examine children’s creative expression and critical thinking through art, drama, and music. Exam content reflects contemporary theory and practice and promotes ideas and skills that tap children's propensity for creativity and critical thinking. Numerous strategies of arts integration and examples of learning content through the visual arts, music, dance, and poetry are discussed.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).

Location:

Various; distance learning format.

Length:

Varies (self-study; self-paced). 

Dates:

June 2017 - Present. 

Objectives:

Upon successful completion of the exam, students will be able to: describe the characteristics of early childhood programs and describe the steps generally necessary to plan and apply developmentally appropriate practices; discuss the responsibilities of early childhood professionals and how they facilitate learning through effective lesson planning and group placement; describe how program quality depends on the development of differentiated instructional approaches to meet students’ needs; and evaluate the importance of building communication skills to communicate effectively with parents and coworkers.

Instruction:

This exam explores early childhood organizational plans, procedures, physical facilities and surveys appropriate materials and equipment. Emphasis is placed on the process of designing appropriate learning environments for young children and an integrated, developmental approach to curriculum and instruction in the early childhood education. The exam covers all aspects of classroom life, the roles of children and adults in education, the physical and social environments, and the multiple developmental domains for children in early childhood education and provides a collaborative approach to curriculum development in early childhood education.

Credit recommendation:

In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).

Location:

Various; distance learning format.

Length:

Varies (self-study; self-paced). 

Dates:

June 2017 - Present. 

Objectives:

Upon successful completion of the exam, students will be able to: assist in the creation of a program where learning, caring, and parental collaboration exists; interact with students from diverse backgrounds; develop a culturally sensitive partnership between home and school that encourages various methods of volunteering; assist in the development of policies that foment a culturally and linguistically appropriate ecology that encourages learning; and describe historical development of views on children and how those views affect family life.

Instruction:

This exam provides the guidelines for creating effective partnerships with families. It provides an overview of the diversity of modern families. The emphasis is on examining elements that create successful partnerships and programs that work. Best practices suggest that when communities, schools, and families work together, the results are stronger communities that support the success of young people. The challenges that schools face today in fostering true parental engagement are the result of a multitude of complex issues. In completion of this course, students will have completed an in-depth study of ways schools are successfully meeting the parent-school connection challenge. Students also explore and adapt strategies to create that connection in ways that meet the specific needs of various schools and communities.

Credit recommendation:

In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).

Location:

Varies; distance learning format

Length:

Varies (self-study; self-paced). 

Dates:

September 2016 – Present. 

Objectives:

Upon successful completion of the course, students will be able to: identify the causes of the increased professionalization of teaching in the United States today and the ramifications of this phenomenon; link educational philosophies to applied educational practices; describe the development of American education and the factors that have influenced it, from roots in classical western civilization through the current times; compare and contrast different theories of education, curriculum and instruction, and apply them; apply principles of multicultural education to classroom instruction; identify at-risk behaviors and proper responses to such behaviors; and identify methods that can decrease or remove racial, ethnic or gender gaps in education.

Instruction:

Foundations of American Education is a graduate-level course providing a broad study of the philosophical and social foundations of education in the United States. Students become proficient in terminologies, educational theories, practice and legislation relevant to the American educational system. Students link previously developed educational ideas to present practices and compare and contrast the benefits and deficiencies of the applications of these ideas.  After being exposed to this information, students should be able to implement these theories into practice. In addition to taking a final examination on the course content, students are required to write two research papers on assigned topics and must successfully complete both of these assignments in order to receive credit recommendations. 

Credit recommendation:

In the graduate degree category, 3 semester hours in Education (9/16). 

Location:

Various; distance learning format.

Length:

Varies (self-study; self-paced). 

Dates:

June 2017 - Present. 

Objectives:

Upon successful completion of the exam, students will be able to: describe and distinguish between the theories that influence early childhood programs and various philosophies of early childhood education; define early childhood education the professional behaviors that are associated with early childhood education; demonstrate understanding of early learning theories, program models and developmentally appropriate practices; and develop strategies for communicating and collaborating with families.

Instruction:

This exam explores the many aspects of the profession of early childhood education, focusing on developmentally appropriate practices, types of programs, historical perspectives, ethics, current issues, and what it means to be a professional. The exam focuses on the ever-changing aspects of early childhood education, and how this creates both challenges and opportunities to overcome and explore on the students’ journeys in the profession of early childhood education.

Credit recommendation:

In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).

Location:

Various; distance learning format.

Length:

Varies (self-study; self-paced). 

Dates:

June 2017 - Present. 

Objectives:

Upon successful completion of the exam, students will be able to: describe the foundations of reading and writing processes; use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing and a variety of assessment tools and practices to plan and evaluate effective reading and writing; engage students in literacy practices that develop awareness, understanding and respect for differences in their societies; create an environment that fosters development of reading and writing skills; and pursue the development of professional skills that enable students to effectively work with colleagues.

Instruction:

The purpose of this exam is to enable new and veteran teachers to construct the knowledge, basic competencies, and dispositions needed to the reading and writing abilities of students in grades Pre-K to 8. Students explore the major approaches and techniques for developing literacy that research and practice have proven successful as well as the theory behind the methods to assist new and veteran teachers to choose, adapt, and/or construct those approaches and techniques that best fit their styles and teaching situations.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (6/17).

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