Observing Children A Tool for Assessment Assessment is

Observing Children A Tool for Assessment

Assessment is the process of observing, recording, and documenting children’s growth and behavior. n It is a collection of data in reallife situations. n

Purposes of Assessment The information collected is used to help plan curriculum. n Teachers gain insight into children’s learning needs. n Individual and classroom problems can be identified. n Allows you to identify children with special needs. n

Purposes of Assessments (cont. ) Information can be useful during parent conferences. n Helps to evaluate your program. n You can find out where children are in their development. n

When to do them… An initial assessment needs to be done as a beginning teacher. n You do this to get a snapshot of the whole class. n Study their folders, review home background forms, read past conference notes, home visit if possible. n

Ongoing Assessments They should provide evidence that children are learning. n You can gather data during classroom activities. n Watch them especially during free choice time. This is when they reveal their personalities. n

Formal and Informal n n n Formal methods include standardized tests and research instruments. Results are compared to developmental norms- what is considered normal for children in specific age groups. These require specialized training for recording data on carefully designed forms.

Choosing a Method Depends on the type of behavior you want to assess and the amount of detail you need. n Whether the information needs to be collected for one child or the whole group. n The amount of focused attention required by the observer needs to be considered. n

Assessment Tools Anecdotal Records- the simplest form of direct observation which is a brief narrative of a specific incident. n It needs to be done promptly and accurately. n You will detail children’s interactions with people and materials. n

Must be Objective. . n n Statements must pass 2 tests. It must describe only observable actions. Generalizations about the motives, attitudes, and feelings of the children are not included. The information must be nonevaluative. You should not write whether it was right, wrong, good, or bad.

Interpretation An attempt is made to explain the behavior and give it meaning. n No two people will interpret facts in the same way. n Personal feelings, values, and attitudes could influence this. n

Advantages Easy because it requires no special setting or time frame. n It can provide a running record. n A means of assessing progress. n

Disadvantages Only based on the observer. n If the incident is written at the end of the day, all of the detail may not be recalled. n A complete picture may not be provided. n

Checklists Designed to record the presence or absence of specific traits or behaviors. n May be designed to serve one child or a group. n

Use of Fine Motor Skills Cuts paper n Pastes with a finger n Pours from a pitcher n Copies a circle from a drawing n Draws a straight line n Uses finger to pick up smaller objects n Draws a person with three parts n

Advantages Easy to use, efficient, and can be used in many situations. n The information can be quickly recorded anytime during the day. n

Disadvantages Lacks detailed information. n Important aspects of behavior are missed, such as how a behavior is performed and for how long. n

Participation Chart n n Advantage- allows you to gain information about specific aspects of behavior. For instance, what time each child falls asleep at nap time and how long they sleep. Their needs don’t always match yours. Doesn’t explain situations or details.

Rating Scales Records the degree to which a trait or quality is present. n Example: Child has a strong desire to please: never, sometimes, usually, always n

Advantages and Disadvantages Easy to use and require little time. n Only fragments of the actions are included. n

Collecting Student’s Work Store items in chronological order in a folder or portfolio. n Samples could be displayed by photography or sketches for things like block displays. n

Using Technology Videos, digital cameras n Make sure they are not distractive. n Get parent permission. n May have another adult teacher or parent volunteer to do it so you can be included. n

Portfolios Can include anecdotal records, checklists, questionnaires. n Also may include audiotapes of conversations, children reading stories. n Of course include student work Photographs n List of favorites n Parent comments n

Guidelines for Observing Keep information confidential. n Avoid talking to the children. n Don’t bring distracting personal belongings into the classroom. n If a child asks, respond by telling them you are writing notes on how children play. n