Observation & Assessment

What do you notice in these pictures?

What is the difference between Observation and Assessment?

 Assessment: process of observing, recording, documenting, and analyzing children’s growth and behavior over time.

 Most methods involve observing children.

 Assessment = process of collecting information and data

 Evaluation= process of reviewing the information and finding value in it.

Why is Observation and Assessment Important in Education?

 Information collected informs teachers about children’s development needs

 Problems can be identified in the classroom (ie: The block area needs more space.)

 Helps identify children who might have special needs.

 Good information for referrals.

 Helps teachers evaluate/increase the quality of the curriculum and environment.

Continued…..  Helps build connections with families:

providing families with photos, anecdotes and keepsakes helps parents to stay connected with their children and to develop understandings about their child’s life at school.

 Helps determine developmentally appropriate activities for children: By watching children we can accurately determine how to support and challenge them.

 Everything that we perceive is filtered though layers and layers of our own personal views and biases.

 Activity: Please look at the next 5 slides while remaining quiet. Write down your first thoughts about each picture shown in the slides. We will share them at the END of the 5 slides.

How does this picture make you feel?

Class Discussion

 Discuss with a partner: How can two people see one picture/child so differently?

Personal Bias  Everything that we perceive is filtered

though layers and layers of our own personal views and biases.

 Gender, age, experiences and temperament all affect our biases and shape our perceptions.

 In order to care effectively for all of the children in our care, we must strive for objectivity.

 Developing an awareness of your own biases is key to developing objectivity.

Observation and guidance  For efforts at resolving behavior problems to be

effective, observation is useful.

 Questions that might need to be answered:

Observation is the only means to accurately obtain this type of information.

 Does this type of behavior happen often for this child or is it a rare event?

 Is the child angry or bored?

 Is this child capable of benefiting from conflict resolution or do they need redirection?

 What actually is the problem?

 Where and when does this type of problem occur?

Types of Assessment  Anecdotal Records

 Checklists

 Rating Scales

 Time Sampling

 Event Sampling

 Running Record

 Photographs

 Videotaping

 Audio recording

 Portfolios/Documents

Anecdotal records

 May be either directly recorded or recorded from second hand information

 This is qualitative not quantitative data

 A short descriptive story about a child’s specific behavior event that is of particular interest or concern

Anecdotal Record

Child’s Name:______________________________

Date:_____________

Child’s Age: ______ years _______ months

Setting:__________________________Time:______________

Observer:________________________

Incident:____________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

 Child’s Name:__Carrie______ Date:_10/9/2011_

 Child’s Age: __3____ years ___9____months

 Setting: _Dramatic Play__ Time: 8:30am to 8:45am_

 Observer:______ Geneva Peterson___________

 Incident:

Carrie went directly to the dramatic play area when she arrived at the center. She placed the cash register on a table. After this, she displayed empty food containers on a table. Tony entered the area. He stepped behind the cash register and said “I want to play with this.” Carries said “No, it’s mine. I had it fist.” Then using her arm she hit Tony and began pushing him. Tony looked at Carrie, shrugged his shoulders, and walked away. As Tony walked away, a smile came across Carrie’s face.

Anecdotal Record Example

 Why did Carrie hit and push Tony? What might have been her motive?

 Could someone or something have caused Carrie to act this way?

 Why did Carrie smile as Tony left?

 Why did Tony respond as he did when he was hit and shoved?

 What might have been his motive for shrugging and walking away?

 Could someone or something have caused Tony to act this way?

Interpretation…

Check List

GROSS MOTOR SKILLS YES NO

Hops on one foot.

Walks down stairs with alternating feet.

Throws a ball overhand.

Carries cup of liquid without spilling.

Rides bicycle with training wheels.

Balances on one foot for ten seconds.

Skips with alternating feet.

Walks backwards toe-to-heel for four

consecutive steps.

As you observe the child, put a check in the column

marked YES if you observe the behavior. If the child is

unable to perform the behavior, check NO. If the

behavior is not observed, do not check either column.

4 Year Old Child Check List

Rating Scales As you observe the child, rate each category of social play as always, usually, sometimes, or never.

SOCIAL DEVELOPMENT Always Usually Some- times

Never

Spends time watching others play.

Plays with toys alone.

Plays with toys similar to others’

Makes contact and plays with other children.

Likes to be accepted by others.

Gives and takes while interacting with peers.

Gains access to engaging with others in a positive manner.

Interacts in harmony with peers

Sees things from another child’s point of view

Shares possessions and toys with peers

Respects others’ rights

Strives for independence

Expresses anger verbally rather than physically

Resolves play conflicts in a positive manner.

Another example of a Rating Scale…

Spends time watching others play ___________X________________________________________

Always Usually Sometimes Never

Time sampling  A recording make at specific intervals to determine the

patterns of occurrence and general frequency of specific behaviors.

 Can be used for groups or individuals

 Setting and sticking to specific time intervals reduces the influence of observer bias.

Event sampling  A recording to determine the precise number of times

a specific behavior occurs within a set period as well as the pattern of occurrence.

Running account  A detailed commentary describing an event as it

unfolds, each time it occurs

 “ John is at the lunch table, he picks up two carrots, takes a bite of one and puts the other in his pocket. John then asks the teacher for more carrots, again he eats one and puts the other in his pocket. John takes the sandwich off of his plate and puts it in his pocket and then asks for another sandwich, after he eats his sandwich he asks if he can go to his cubby.”

Portfolio: A collection of materials that

represent the growth of a child (or the range of their work)

Items you may want to consider

including in your preschool portfolio:

• Anecdotal Notes

• Writing Samples

• Photographs

• Self-Portraits

• Fine Motor Skills

• Math Skills

• Literacy Skills

• Science

• Art