1. Module 3: Observation for Assessment

2. 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

3. 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.

4. 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

5. 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.

6. 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.

7. 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.)

8. 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.

9. 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.)

10. 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.

11. 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.

12. 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

13. 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

14. 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.

15. 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.

16. 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.

17. 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

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.