Module 3: Observation for Assessment

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Presentation transcript:

Module 3: Observation for Assessment

Module 3: Observation for Assessment Teachers and caretakers use a number of techniques to collect assessment data and information, as a part of a comprehensive assessment system. Observation is a primary assessment technique used by teachers and childcare providers, in order collect information for decisions on the care and education of the young child. Module 3 focuses on the use of various observation techniques. By the conclusion of Module 3, you will: be able to select and use appropriate formal and informal observation assessment techniques in order to collect information that determines children’s progress and levels of performance; understand how to identify and select observation techniques based on the purpose of the assessment being conducted; understand how to use formal and informal observations to assess young children’s cognitive, socio-emotional, linguistic and motor development. Reading for Module 3: Chapter 3- Observation as the Key Method in the System

Observation Observation is a systematic process of collecting information on children by watching them. Information recorded from observations can be used to Make curriculum and instruction decision; Select instructional materials; Assess developmental progress; Decide on how to group children; Decide when, if, or how to use formal tests; Provide a baseline for deciding whether or not to recommend a child for formal study.

Observation Records Anecdotal observations Running records Observation records provide teachers with written documentation of observations of a child. Observation records can be used to inform teaching decisions, document progress, and share information during parent conferences. Examples of observation records include: Anecdotal observations Running records Samples of children’s work Reflective journals Concept maps

Becoming a Skilled Observer Teachers routinely observation children in their classrooms. Becoming a more skilled observer takes practice. In the process of becoming a skilled observer, it is important to be aware of cultural information and beliefs about child rearing, communication, child independence, etc., that you bring to the act of observing. Becoming more skilled as an observer is also influenced by your personality, temperament, interests, and professional experience.

Becoming a Skilled Observer Observations help you read children and situations! Focus on the child’s emotions and expressions Focus on one child in the group Begin to focus on individual children in the group Begin to focus on smaller groups of children Observe everything that is going on in your classroom Begin by watching children’s interactions Observation is a skill that improves with practice.

Planning for Observations Preplanning is necessary before observing your class. Some teachers develop there own observation system. Other may wish to purchase a standardized instrument such as Classroom Assessment Scoring System (CLASS) which is a system for observing teacher-child interactions. Teachers who develop their own observation system should consider the following: Make a list of questions you would like answered Decide on insights you want to be able write about children in your class Select children you want to know more about. Determine if whether or not you need evidence to support reports or progress for specific children Decide the focus of your observation and what you would like to observe. (See pg 51 for examples of focuses for observations, and Boxes 3.1, 3.2 and 3.3 of questions you may wish to include as part of your list of questions.)

Recording Observations- Anecdotal Notes Anecdotal notes are one of the many ways to record observations. They are brief notes that document significant events or critical incidents during a child’s day in school or childcare. Anecdotal notes provide a means for documenting behavior, in order to establish a pattern. Box 3.4 provides detailed steps for recording anecdotal observations and box 3.6 provides an example of an anecdotal note observation form.

Recording Observations-Running Records Running records are narrative notes of the routine functioning of a child or a group of children. When using the running record to document observations: Write down everything the child says or does; Use descriptive words (e.g. quietly, in a loud voice, etc). Running records are routinely used as a method to document progress in reading. Teachers listen to a child read passages and document observed problems using a code (see Boxes 3.8 and 3.9.)

Recording Observations-Running Records Pre and post activities for using running records to record Observations (see Box 3.11). Pre: Use narrative notes to help you remember important details and issues associated with the child or the observation situation. Post: Record your impressions from the observation, in addition to the details and descriptions of the observed behavior.

Recording Observations – Logs, Notebooks, and Journals Teachers record observations of children in logs or notebooks throughout the year. Observations are carefully planned so that there are no conflicts between teachers’ plan to observe and other classroom/program activities. Brief daily notes are recorded and may be summarized at the end of the week. Log entries are subject to interpretation and filtering while summarizing, since detailed information is not recorded as observations are taking place. Teachers also rely on memory of observations when they record observations in class journals. A class journal is a teacher’s “dairy” of a groups progress toward meeting an educational goal.

Checklists Checklists are forms for recording children’s skills or attributes (see Figures 3.2 and 3.3). Checklist should be specific to the skill or attribute you wish to reserve, and should be developmentally appropriate. . Checklist may represent items based on program goals, child developmental milestones, district-wide scope and sequence charts, or state curriculum standards

Developmental Milestones Checklists Frequency records are checklists that record the presence, absence, frequency, and quality of specific behavior. Record or which skills in a subject area (e.g. mathematics) a child has mastered. Academic Skills Teachers prepared list of activities during the day. He is able to prepare a record of which child engages in specific activities. Activity Checklists A list of age-appropriate social, emotional, motor, and communication milestones allows a teacher to record a child developmental. She is able to review the list for developmental delay. Developmental Milestones

Event and Time Sampling Some recording strategies are designed for teachers to collect useful information about children’s skills and behavior within a specific block of time. Event Sampling Time Sampling Teachers observe children for a predetermined length of time (e.g., 30 minutes) to determine how often a skill or behavior they want children to know or do is exhibited. Teachers observe children for a predetermined length of time to determine which behaviors are exhibited. A running record or checklist may be used to record behavior.

Rating Scales Rating scales are used to record not only whether children possess certain skills or attributes, but also the extent to which the skill or attribute exists. There are two issues to consider when using rating scales: Make sure common understandings of definitions for required skills and attributes exist among all raters. Categories for ratings should be well-defined and describe observable behaviors. Sometimes using a rating scale from a commercial publisher might be the best way to rid the process of error and bias.

Photographs, Videotapes, and Audiotapes The use of photographs, videotapes, and audiotapes enhances observation notes. The use of electronic devices provides teachers with a permanent record of a child’s work and/or performances. Teachers are able to revisit recordings to make instructional decisions and/or to solve problems.

Enriches the observational Portfolios Portfolios are collections of artifacts that provide information about children in a class. Portfolio Answers questions about developmental progress Enriches the observational record Includes children’s work and performances across the curriculum Involves the teacher, parent , and child in the assessment system

Portfolios Teachers should avoid having portfolios that are full of “stuff” with no focus or organization to the child’s work. Portfolios may be: Working portfolio used by teacher and children during instruction Formative portfolio collection of artifacts at specific intervals during the year Summative portfolio used to determine placement at the end of a school year When possible, children should have the opportunity to select work to be included in their portfolio.

Documentation Panels Reggio Emilia approach to education: Documentation Panels are public showcases of children’s work that communicate both individual and total class progress in areas of knowledge, skills, and dispositions. Panels may include pictures, illustrations, charts, narratives, etc., all with captions to document children’s memories, thoughts, and ideas. Reggio Emilia approach to education: Children have some control over learning; Children learn through experiences; Children should have endless opportunities to express themselves; Children should explore relationships with other children and material items in the world.

Limitations of the Observational Method Observation methods should be implemented by teachers who are knowledgeable about the curriculum and instruction, and developmental milestones. Teachers should be aware of the following possible limitations associated with the observational method: There is a possibility for over interpretation of observed behavior to occur; Sometime interpretations are made with little support based on the observation; It is possible for personal bias to influence interpretation of observations; Observers may be unclear about the focus of the observation—and may focus on behaviors unrelated to the purpose for the observation; Observation recordings may be inaccurate; Raters preconceived ideas about behaviors or attributes may interfere during the observation period.

Observation Method A final few words about the observation method: Teachers should have a systematic plan for observing and recording children’s behavior. Incorporate a variety of observation methods into your plan. Observation plans should be structured to answer specific assessment questions.

What Next? Review Section III of the Early Childhood Assessment Study Guide. Can you explain each of the concepts and terms listed? Reflect on observation as a major assessment method for early childhood education. Why is this method of such value for understanding the behavior and progress of early learners. Connect with a teacher in an early learning setting. Obtain permission to observe as the teacher engages one or more of the observation methods discussed during this module.