1. Unit III:
Observing Children:
A Tool for Assessment

2. Assessment – the process of observing, recording, and documenting children’s growth and behavior
Purposes of Assessment:
Helps you find out where children are in their development so that she can plan a developmentally appropriate curriculum and set up a stimulating environment
Helps you gain insights into children’s learning styles and needs

3. Helps you identify individual problems Ex – special needs – hearing or vision impairment, emotional or behavior problem
Helps you identify classroom problems Ex – pushing and pulling in dramatic play area – see need to limit number of children in the area at one time
Is useful during parent
conferences
Is useful in evaluating
your program

4. When to Do Assessments:
Initial assessment – done at the beginning of the year to determine where child is in their development
On-going assessment – done throughout the year to see how child is progressing ( should see evidence of learning
and maturation )

5. Formal and Informal Observation
Formal – includes standardized tests and research instruments
Developmental norms and milestones- characteristics and behaviors considered normal for children in specific age groups based on the results of formal research
requires specialized training for recording, analyzing, and interpreting data
2. Informal – observing child in classroom, collecting samples of child’s work, interviewing parents, and talking with the child

6. Formal or Informal Assessment?

7. Considerations for Choosing a Method of Assessment:
What type of behavior do you want to assess and how much detail you need?
Do you need information on one child or the entire group?
How much focused attention will be required of the observer?
Teachers often use a variety of methods for gathering information because it reduces the possibility of error when making evaluations.

8. II. Assessment Tools
Anecdotal records – a brief
narrative account of a specific
incident
Must be an objective statement –
Describe only observable actions – no motives, attitudes, or feelings of the child are included
The recorded information must be nonevaluative- no labels, judgements, or conclusions

9. Once narrative data is recorded, the data is interpreted – explain the observed behavior and give it meaning
Each person who interprets a child’s behavior may determine different motives for the behavior based on their own personal experiences
In order to determine which interpretation is accurate, child must be observed on several occasions over a period of time

10. Advantages of Anecdotal Records:
Easiest method that does not require a special setting or timeframe
Can provide a running record over time showing a child’s growth and development
4. Disadvantages of Anecdotal Records:
Records may not be accurate if written down later in the day
The incident observed is based on the observer’s interest

11. Anecdotal Record

12. B. Checklist – record the presence or absence of specific traits or behaviors
May be designed for any developmental domain- physical, social, emotional, or cognitive
Can purchase commercially prepared checklists or make your own

13. 3. Advantages of Checklists:
Easy to use and efficient
- Helpful when observing many different items
- Can be used at any time during program hours
Data is easy to analyze
4. Disadvantages of Checklists:
- Lack of detailed information
- Important aspects of behavior may be missed Ex- how a behavior is performed or for how long

14. Checklist

15. Checklist

16. C. Participation Chart – used to gather information on specific aspects of a child’s behavior Ex- activity preferences during self-selected play
D. Rating Scale – record the degree to which a quality or trait is present.
Requires you to make a judgement about behavior
Advantages of a Rating Scale:
Easy to use and require little time to complete

17. Participation Chart

18. Rating Scale

19. 3. Disadvantages of Rating Scale:
Only fragments of actions are included
E. Collecting Samples of Children’s Products- artwork, written, or dictated stories, photographs, records of conversations
1. Over time can indicate child’s developmental status and growth

20. III. Using Technology for Assessment:
Videotapes – be careful not to be intrusive
Audiotapes
Digital Camera
IV. Portfolio – a collection of materials that show a person’s abilities, accomplishments, and progress over time

21. Contents:
Anecdotal records, checklists, questionnaires
Product samples – artwork, audiotapes of conversations, child-dictated stories
Summaries of parent conferences
V. Guidelines for Observing Children:
Information you collect should be confidential
Your own personal belongings should not be brought into the classroom because they are an unnecessary distraction

22. During your observing time, avoid talking to the children, other observers, or the staff
Make notes of your observations and discuss with other class members in order to understand children better