The document discusses three methods for evaluating and analyzing behavior: anecdotal records, attitude scales, and critical incident technique. Anecdotal records involve a teacher recording in writing a specific, significant incident of a student's behavior that was directly observed. Attitude scales are questionnaires that measure the intensity and direction (positive or negative) of a person's feelings about an object or event. Critical incident technique involves directly observing and reporting incidents of human behavior that had critical significance, and then analyzing the key factors of the incident.

1. ANECDOTAL SCALE ,
ATTITUDE SCALE
&
CRITICAL INCIDENT TECHNIQUE
Submitted by :
UPASNA KUMARI
M.Sc 1st year student
PGIMS, ROHTAK

2.  Anecdotal record is a factual record of an
observation of a single, specific , significant
incident in the behaviour of a student .
 It is a written description of a specific incident
for which a teacher has observed.

3.  Anecdotal records is a record of some
significant item of conduct, a record of an
episode in the life of students, a word picture
of the student in action, a word snapshot at
the moment of the incident, any narration of
events which may be significant about his
personality.

4.  Informal device used by the teacher to record
behavior of students as observed by him from
time to time. •
 It provides a lasting record of behavior which
may be useful later in contributing to a
judgment about a student.

5. Characterstics of anecdotal
scale
Anecdotal records must possess certain
characteristics as given below-
 They should contain a factual descriptions of
what happened, when it happened, and under
what circumstances the behavior occurred.
 The interpretations and recommended action
should be noted separately from the description.
 Each anecdotal record should contain a record of
a single incident.

6.  The incident recorded should be that is
considered to be significant to the students
growth and development of example.
 Simple reports of behavior
 Result of direct observation.
 Accurate and specific
 Gives context of child's behavior
 Records typical or unusual behaviors

7. Purposes of anecdotal record
 To furnish the multiplicity of evidence needed for
good cumulative record.
 To substitute for vague generalizations about
students specific exact description of behaviour.
 To stimulate teachers to look for information i.e
pertinent in helping each student realize good
self- adjustment.
 To understand individual’s basic personality
pattern and his reactions in different situations.
 The teacher is able to understand her pupil in a
realistic manner.

8.  It provides an opportunity for healthy pupil-
teacher relationship.
 It can be maintained in the areas of behaviour
that cannot be evaluated by other systematic
method.
 Helps the students to improve their behavior, as
it is a direct feedback of an entire observed
incident, the student can analyze his behaviour
better.
 Can be used by students for self-appraisal and
peer assessment.

9. Principles of anecdotal records
 Concentrate on only 1 or 2 behaviour ,
observation should be selective .
 Record should be complete
 Record the incident as soon as possible after it
has happened
 The teacher should have a practice & training in
making observation & writing the anecdotal
records
 Setting background of the incident
 Recommendations concerning the behaviour

10. Merits of anecdotal record
 Use of formative feedback
 Economical & easy to develop
 It helps in clinical service practice
 They can be used as a supplement to
quantitative data
 They stimulate teacher to use in record &
contribute to them

11.  Economical and easy to develop.
 Open ended and can catch unexpected
events.
 Can select behaviors' or events of interest and
ignore others, or can sample a wide range of
behaviors' (different times, environments and
people).

12. Disadvantages of anecdotal
records
 If carelessly recorded, the purpose will not be
fulfilled.
 Only records events of interest to the person
doing the observing.
 Quality of the record depends on the memory
of the person doing the observing.
 Incidents can be taken out of context.
 Subjectivity.

13.  Lack of standardization.
 Difficulty in scoring.
 Time consuming.
 May miss out on recording specific types of
behaviour.
 Limited application.

14. ATTITUDE SCALE

15.  The word attitude has been derived from Latin
word ‘Aptus’Which means ability.
 Attitude is an established way of thinking or
feeling reflected in a person’s behaviour towards
others.
 It is a tendency to respond positively or
negatively towards a certain idea, object, person
or situation.
 In influences a person’s choices of action.
 It is what a person believes in or what a person
feels.

16.  Attitude can not be measured in absolute
terms. It can be observed in terms of opinion
which can be elicited from an individual’s
overt behaviour- both verbal and non verbal.
 According to Frank Freeman,“ An attitude is a
dispositional readiness to respond to certain
situations, persons or objects in a consistent
manner which has been learned and becomes
one’s typical mode of response” .

17. It has 3 components :
Affective
component
Cognitive
component
Behavioural
component

18.  Affective component:-The feelings or
emotions towards objects.
 Behavioural component:-the way the attitude
we have influences how we act or behave.
 Cognitive component :-This involves a
person’s belief / knowledge about an attitude
object.

19.  An attitude scale is a special type of
questionnaire designed to produce scores
indicating the intensity and direction (for or
against) of a person’s feelings about an object or
event.
or
 An attitude scale, is a tool prepared for the
purpose of measuring people's attitude to an
issue is called attitude scale.
 An attitude scale is designed to provide a valid,
or accurate measure of an individual’s social
attitude

20. Dimensions incorporated in a
scale
Directions
degree
Intensity

21.  DIRECTION : It is a positive or negative
feeling about something . It is an important
aspect of attitude.
 Ex- I like horses. (Positive direction). I don’t
like horses (Negative direction.)

22.  DEGREE: It describes the amount of liking or
disliking attached to an attitude.
 Students may have different degrees of
liking, which can be measured from a
moderate to strong to very strong.
 The idea of degree can be applied to the
negative feelings towards an object also.

23.  INTENSITY : It shows strength of feeling.
 At a high degree of intensity, some given
kind of behaviour is motivated.
 Also the comparison of strength of one
attitude to another may determine which one
becomes the basis of action.
 Ex – I am crazy about horses. This example
shows high intensity of attitude.

24. TYPES OF ATTITUDE SCALE
POINT
DIFFETENTIAL SCALE
SUMMATED SCALE

25. SCALOGRAM
THE Q SORT SCALING
SEMENTIC DIFFERENTIAL

26. 1. POINT SCALE

27. 2. DIFFERENTIAL SCALE

28. 3. Likert / summated scale

29. 4. Guttman scale / scalogram
analysis
 Guttman used a set of statements ordered
along a continumm ranging from least
extreme to most extreme
 Items are cumulative , acceptanace of 1 item
implies acceptance of the others that are less
extreme
 Ex. I would accept aliens (1)into my country
(2) into my neighbourhood (3) into my house

31. 6. SEMANTIC DIFFERENTIAL SCALE

32. CRITICAL INCIDENT REPORT

33.  A critical incident as one that makes a
significant difference in the outcome of an
activity. It may be the positive factors that
contribute towards the causes of the
behavior or it may be negative factors that
interfere with completion of assignments.
- Fivers and Gosnell

34.  The critical & the steps which are useful for
analysing of the event is known as Critical
incident technique .
 It is a set of procedures used for collecting
direct observations of human behaviour that
have critical significance & methodically
criticise .

35. Criteria for using critical
incident
 Teacher has to observe actual behaviour
must be reported
 Define the judgement of behaviour
 All the relevant factors in the incident

36. Steps in critical incident
technique
1. Determining the incident
2. Fact finding ( collecting the
details of incident from participants
)
3. Identify the issues

37. 4. Resolve the
issues
5.
Evaluation

38. How to record the critical
incidents ?
1. Total no. of observation has to be written on
the form
2. No. Of incidents , effective & ineffective
behaviour has to be recorded
3. Space for the signature of the evaluator &
the person who is evaluated .

39. CHARACTERSTICS TO BE OBSERVED
1. ACTUAL BEHAVIOUR
2. RELEVANT FACTORS
3. DEFINITE JUDGEMENT BEHAVIOUR

40. ADVANTAGES
 Flexible method that can be used to improve
multi user systems
 Identifies even rare events
 Useful when problem occurs but the cause &
security are not known
 Inexpensive & provide rich information