This document discusses different assessment procedures including observational techniques, peer appraisal, and self-report. It provides details on using anecdotal records to systematically record teacher observations of student development. Peer judgements are useful for assessing personal-social development while self-report methods provide understanding of student needs and interests. The document also describes methods for peer appraisal including the guess-who technique and sociometric technique for measuring social acceptance.

1. Chapter 13: Assessment Procedures:
Observational Techniques,
Peer Appraisal, and Self Report
Vincent D. Deocampo
III-A BSITE
Assessment and Evaluation
Prof. Lucila Fetalvero

2.  Direct observation is the means we have for
assessing some aspects of learning and
development. The use of anecdotal record
can turn informal teacher observations into
systematic source of information about
student development. Judgements and
reports made by students themselves are
also a valuable source of information in many
areas of learning and development. Peer
judgements are especially useful in assessing
personal-social development and self-report
methods provide a fuller understanding of
students’ needs, problems, adjustments,
interest, and attitudes.

3.  Observing students as they perform and
describing or judging that behaviour
(assessing interactions with other
students)
 Asking their peers about them (assessing
social relationships)
 Questioning them directly (assessing
expressed interest)
Learning outcomes and aspects of
development can generally be assessed by:

4.  Factual descriptions of the meaningful
incidents and events that the teacher has
observed. Each incident should be written
down shortly after it happens.
 Teachers’ daily observations give them a
wealth of information concerning the learning
and development of their students.
 A good anecdotal record keeps the objective
description of an incident separate from any
interpretation of the behaviour’s meaning.
ANECDOTAL RECORDS

5.  For obtaining data pertinent to a variety
of learning outcomes and to many aspects
of personal and social development.
 The problem in using anecdotal records is
not so much what can be assessed as
what should be assessed.
 We cannot observe and report on all
aspects of student behaviour, no matter
how useful such records might be. Thus,
we must be selective in our
observations.
Uses of Anecdotal Records

6. ◦ Confining our observations to those areas of
behaviour that cannot be assessed by other
means.
◦ Limiting our observations of all students at any
given time to just a few types of behaviour.
◦ Restricting the use of extensive observations of
behaviour to those few students who are most
in need of special help.
What Behaviours to Observe and
Record

7.  They depict actual behaviour in natural
situations.
 Records of actual behaviour provide a check on
other assessment methods and also enable us to
determine the extent of change in the student’s
typical patterns of behaviour.
 Can be used with very young students and with
students who have limited basic communication
skills.
 Another serious limitation of anecdotal records is
the difficulty of being objective when observing
and reporting student behaviour.
Advantages and Limitations of
Anecdotal Records

8.  Determine in advance what to observe,
but be alert for unusual behaviour.
 Analyze observational records for possible
sources of bias.
 Observed and record enough of the
situation to make the behaviour
meaningful.
 Make a record of the incident as soon
after the observation as possible
Effective Use of Anecdotal Records

9.  Limit each anecdote to a brief description of a
single incident.
 Keep the factual description of the incident
and your interpretation of it separate.
 Record both positive and negative
behavioural incidents.
 Collect number of anecdotes on a student
before drawing inferences concerning typical
behaviour.
 Obtain practice in writing anecdotal records.
Effective Use of Anecdotal Records

10.  Each student is presented with a series of
brief bahavior descriptions and asked to
name those students who best fit each
description. The description may be limited to
positive characteristics or they may also
include negative behaviors.
 The guess-who technique is based on the
nomination method of obtaining peer ratings
and scored by simply counting the number of
mentions each student receives on each
description.
PEER APPRAISAL:
Guess-Who Technique

11.  Method for assessing the social
acceptance of individual students and the
ocial structure of a group.
 Used to measure students’ acceptance as
seating companions, work companions,
and play companions at the later
elementary school level.
PEER APPRAISAL:
Sociometric Technique

12. Chose: Rejected:
 Bill H. X Steve D.
 Carlos L. X Bob F.
 Mike A.
 Donna A.
 Pete V.
Tabulating Sociometric Results

14.  The matrix table is useful for organizing
sociometric data for future and
determining the social acceptance of
individual students. A graphic picture of
the social relations in a group, which may
be plotted directly from the data recorded
in the matrix table.
The Sociogram

16.  Organizing classrooms groups
 Improving individual students’ social
adjustment
 Improving groups’ social structure
 Assessing the influence of school practices
on students’ social relations
Uses of Sociometric Results