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OBSERVATION AND ASSESSMENT OF CHILDREN

Chapter 6

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WHAT IS OBSERVATION? (SLIDE 1 OF 2) ¢  Objective insights into children’s

needs, abilities, and concerns ¢  Are program standards and teacher

standards being met? ¢  Are learning goals and benchmarks

being achieved?

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WHAT IS OBSERVATION? (SLIDE 2 OF 2) ¢ Observe the following areas

�  The environment �  The schedule �  The atmosphere �  The curriculum �  The children �  The families �  The team and administration

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WHY OBSERVE? (SLIDE 1 OF 2) ¢ Improve your teaching

�  Bias: prejudice �  Objectivity: see without judging �  Team teaching can help you be more

objective

¢ Guidelines �  Practice intensive waiting �  Become part scientist �  Engage in slowing down

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WHY OBSERVE? (SLIDE 2 OF 2) ¢ Construct Theory ¢ Use as an Assessment Tool ¢ Assist Families ¢ Wonder Why and Solve a Problem

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Figure 6-3:Teacher research involves an inquiry process that includes teachers and children, which is a systematic application of observing and recording to analyze and make public educational experiences. (Source: Henderson, B., Meier, D.R., Perry G, & Stremmel, A.F. (2012). “The nature of teacher research.” In Our inquiry, our practice: Undertaking, supporting and learning from early childhood teacher research(ers), eds. G. Perry, B. Hendrson, & D.R. Meier, 3-10. Washington, DC: NAEYC.)

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CONTEXTS FOR UNDERSTANDING OBSERVATIONS (SLIDE 1 OF 2)

¢ Children as Individuals �  Individualized curriculum �  Teacher planned intervention �  Accommodations made

¢ Children in General ¢ Developmental Relationships

�  Developmental domains �  Developmental expectations �  Developmental interactions

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CONTEXTS FOR UNDERSTANDING OBSERVATIONS (SLIDE 2 OF 2)

¢ Influences on Behavior �  Environment �  Adult behavior

¢ Understanding of Self

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COMMON TYPES OF OBSERVATION SYSTEMS ¢ Key Elements

�  Define and describe the behaviors �  Repeat the observation with different

factors

¢ Types of Observations �  Narratives �  Samplings �  Ratings �  Modified child study techniques

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NARRATIVES ¢ Narratives: attempt to record

everything that happens ¢ Running record ¢ Diary descriptions ¢ Specimen description ¢ Logs or Journals

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SAMPLINGS ¢ Time sampling ¢ Event sampling

�  Bossiness �  Avoidance of teacher’s requests �  Quarrels

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FIGURE 6-6 Time sampling of play with others involves defining the behavior and making a coding sheet to tally observations.

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Sampling: Time to Play

P = Parallel A = Associative C = Cooperative

Child Time Unit

9:00 9:15 9:30 9:45 Totals

P A C P A C P A C P A C P A C

Jamal

Marty

Dahle

Keith

Rosa

Cameron

Hannah

RATINGS ¢ Checklists

�  Planned in advanced for something specific

¢ Rating scales �  Planned in advanced for something

specific �  Add an element of quality

¢ Frequency counts �  Tally of how often a behavior occurs

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FIGURE 6-7 Event sampling can be helpful in determining how frequently a specific event takes place. For instance, sampling the number and types of accidents for a given child or time frame helps teacher see what is happening in class.

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Sampling: Events in the Classroom

1.  Behavior to be observed: children’s accidents [spills, knockovers, falls]. 2.  Information you want to know: [who, where, when, causes, results]. 3.  Recording sheet. [use M-F morning for 2 weeks]

Time Children Place/Activity Cause Outcome

8:50 Shelley, Mike play dough table M steps on S toes S cries, runs to Tchr

9:33 Tasauna, Yuki Block area T runs through, knocks over Y’s tower

Y hits T, both cry

9:56 Spencer yard S turns trike too sharply, falls off

S cries, wants mom

10:28 Lorena, Shelley doll corner L bumps table, spills pitcher that S has just set there

S cries, runs to Tchr

Totals and Analysis: 4 problems

Shelley-2 Mike, Yuki, Tasauna, Spencer, Lorena -1

Inside: Pd, Bk, Dolls Outside: trike

Property: 1 Territory: 2 Power: 1?

Crying: 4 Seeking Tchr: 2 Seeking Parent: 1

MODIFIED CHILD STUDY TECHNIQUES

¢ Shadow study �  Follow one student �  Diary description

¢ Experimental procedures �  Observe, form hypothesis, test

¢ Method Clinique �  Adult asks child probing questions

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OBSERVING WHILE TEACHING ¢ Gather and prepare material ahead

of time ¢ Consider where you observe ¢ Plan where you observe ¢ Prepare every adult to be an

observer

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WHY EVALUATE? (SLIDE 1 OF 2) ¢ To support children’s learning ¢ To identify special needs ¢ To evaluate and monitor programs ¢ To provide data for accountability ¢ Goal: Help teachers discover who

children are, what they can do, and how to help them grow and learn

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WHY EVALUATE? (SLIDE 2 OF 2) ¢ Establish a baseline ¢ Document children’s learning ¢ Determine guidance and

intervention ¢ Plan curriculum ¢ Communicate with families ¢ Monitor program accountability and

quality

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TYPES OF ASSESSMENTS ¢ Formal assessments: standardized,

norm-referenced tests, and “screenings”

¢ Informal assessments: observations, note-taking, self-assessments, naturalistic assessments

¢ Authentic assessments: portfolios

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EARLY LEARNING STANDARDS ¢ Tools

�  Learning Domains: Bloom’s Taxonomy �  Rubrics and Scoring Guides �  Technology: Recording Tools

¢ Challenges �  One size fits all

¢ Benefits �  Sets reasonable expectations �  Sets a sequence of development

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COMMON CORE STANDARDS ¢ Clear goals and consistent

benchmarks nationwide ¢ 43 states have adopted them

¢ www.corestandards.org

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TESTING AND SCREENING ¢ Testing

�  Do not adequately reflect what children know

�  Engage only two of the nine intelligences

¢ Screening �  Kindergarten readiness �  Can a child cope and succeed?

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CONCERNS ABOUT ASSESSMENT ¢ Unfair comparisons ¢ Bias ¢ Overemphasis on norms ¢ Interpretation ¢ Too narrow a perspective ¢ Too wide of a range ¢ Too little or too much

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USING OBSERVATION AND ASSESSMENT INFORMATION ¢ Four principles

�  Standards should identify developmentally appropriate outcomes

�  Processes should be in place to develop and review the standards

�  Assessment strategies must be ethical �  Communication

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