final

K A L E E N A S P R I N G S T E E N :

E C E 4 3 0 E A R L Y C H I L D H O O D

E D U C A T I O N C A P S T O N E :

J E S S I C A D E B I A S E :

J U N E 1 8 , 2 0 1 8

ANECDOTAL RECORDS

• Anecdotal records supports planning and adapting curriculum through giving a

history of the behaviour of the children in class.

The behaviour history guides the curriculum in that pro-social behaviour present in the

children will be encouraged where as anti-social behaviour will be discouraged

(Drummond, 2011).

• Anecdotal records supports Improving Teacher and Program Effectiveness as

teachers can come up with effective programs by basing the children needs by going

through the records.

Teachers will come up with curriculum based on the behaviour of the children.

Teachers teaching programs can be made effective through anecdotal records as the

records help the teachers narrow down on lessons needed based on the recordings

• Anecdotal records supports Tracking Children’s Progress for Teachers and Families

as well as screening for special needs. This is possible as comparing past records

with current records can provide information on whether there has been progress or

not.

ADVANTAGES OF USING ANECDOTAL RECORDS

1. Facilitates progress tracking

2. Makes behaviour studying easy

3. Can help in establishment of trends or patterns

4. It is very easy to use as it does not require special equipment or settings (Krogh,

2013).

OBSTACLES OF USING ANECDOTAL RECORDS

 It is time consuming

 It is involving

 There is no reliance on hear say

 Accuracy is dependant on observer

WAYS OF OVERCOMING THE OBSTACLES IN

ANECDOTAL RECORDING In order to overcome the obstacles of anecdotal records the following can be done:

I. Having specifics time or periods for recording as opposed to recording through out

the day

II. Being keen during the observation time not to miss out anything

III. Having a note pad to note down behaviour as opposed to relying on memory.

USE OF CHECKLISTS

• The use of checklists supports Planning and Adapting Curriculum as they enable the teachers know what is lacking in their current curriculum.

Through this they can come up with a curriculum that best develops their students

• The use of checklists supports Improving Teacher and Program Effectiveness as the teachers can identify what programs seem to illicit best behavior development the most and which hardly contribute to behavior development and learning.

Through this teachers can come up with effective programs.

• The use of checklists supports Tracking Children’s Progress for Teachers and

Families as through them teachers and observers get to document all areas of a

child’s development (Wakefield, Adie, Pitt & Owens, 2014).

Teachers and families can check the list to know if there has been, social, cognitive,

physical as well as emotional development.

• The use of checklists supports Screening for Special Needs as parents and teachers

can include special actions or behavior in the checklist or some tick offs in the

checklist can indicate special needs.

through the tick off in the checklists educators can determine if a child has special needs

or not.

ADVANTAGES OF THE CHECKLIST ASSESSMENT

1. It is easy to collect data

2. They are easy to use as one has to tick off a box indicating whether the said behavior

or action has been observed or not

3. The information from a checklist assessment can be used for many functions other

than assessing development and learning

4. The assessment is not time consuming. (Magiati, et al., 2011)

OBSTACLES OF USING THE CHECKLIST

ASSESSMENT

There are several obstacles of using the checklist assessment and there as below:-

 Since it’s a checklist check off detailed information which might come in handy are

not noted.

 They lack descriptive narrative.

 It can be limiting as only what is on the checklist is recorded.

 Important aspects of behaviours are not recorded or are not captured in the

assessment.

 Only the absence or presence of an action or a behaviour is recorded.

WAYS OF OVERCOMING OBSTACLES IN THE USE

OF CHECKLISTS

a. Obstacles in checklists assessments sprout from the lack of an area to include un

recorded behaviours or action and to beat that obstacle the inclusion of a descriptive

narrative spot would come in handy.

b. By having notes areas on each check off in the checklist to record the information

that is not under investigation in the check off but might be important in the

assessment process.

c. Having a detailed checklist or a comprehensive checklist that tries to cover all the

areas that can be potentially assessed.

THE USE OF RUBRICS IN ASSESSMENT

• The use of rubrics supports Planning and Adapting Curriculum through the use of

Behavioural indicators and performance indicators that describe the different levels

of performance measured over a wide range of curricular activities.

Through this teachers can assess what is lacking and possibly come up with a curriculum

that best fits their students.

• The use of rubrics supports Improving Teacher and Program Effectiveness as it has

descriptors that define what is needed and what to look for at each level of

performance or activity (Panadero & Jonsson, 2013).

Through rubrics assessments teachers can improve effectively the development and

learning programs they are running.

• The use of rubrics supports Tracking Children’s Progress for Teachers and Families

in that rubric assessments enable both families and teachers know if the children in

question have understood what they were taught or what they did through the

performance indicators.

• The use of rubrics supports Screening for Special Needs as teachers and educators

can identify special needs or note down special concerns through performance

indicators.

Behaviour indicators as well facilitate identifying special needs.

ADVANTAGES OF RUBRIC ASSESSMENT

1. rubrics enable assessors to assess various things other than development and learning

2. rubrics assessment is flexible and adaptable to new situations.

3. A rubric assessment can be amended easily and quickly if a teacher finds that the

current assessment is not effective.

4. Its easy to score or to come to a conclusion using this type of assessment.

OBSTACLES OF USING THE RUBRIC

ASSESSMENT disadvantages of using the rubric for assessment include:-

 At times an individual student's performance does not fall within the rubric structure

and this might make the assessment difficult

 It requires thoughtful planning and structuring in advance which at times can be

challenging to the educator (Panadero & Romero, 2014).

 It is time consuming

WAYS OF OVERCOMING OBSTACLES IN THE USE

OF RUBRIC ASSESSMENT.

1. In order for it to factor all kinds of individuals i.e. those gifted or with special needs

having more criteria or as many indicators as possible.

2. educators or teachers can anticipate the performance indicators of several of their

learning programs and effectively come up with a rubric assessment that touches on

most of the areas that need assessment (Brookhart, 2013).

• this will enable the teachers to prepare a single rubric assessment as opposed to

multiple rubrics.

REFERENCES

Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144.

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Ascd.

Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self-assessment on self- regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133-148.

Krogh, S. (2013). A Bridge to the Classroom and Early Care: ECE Capstone [Electronic version]. Retrieved from https://content.ashford.edu/

Magiati, I., Moss, J., Yates, R., Charman, T., & Howlin, P. (2011). Is the Autism Treatment Evaluation Checklist a useful tool for monitoring progress in children with autism spectrum disorders?. Journal of Intellectual Disability Research, 55(3), 302-312.

Wakefield, C., Adie, J., Pitt, E., & Owens, T. (2014). Feeding forward from summative assessment: The essay feedback checklist as a learning tool. Assessment & Evaluation in Higher Education, 39(2), 253-262.

Drummond, M. J. (2011). Assessing Children’s Learning (Classic Edition). Routledge.

McKenna, M. C., & Stahl, K. A. D. (2015). Assessment for reading instruction. Guilford Publications.