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Best Practices for Observation and Assessment
- 1. Best Practices for Observation & Assessment
- 2. Learning Objectives • Assessing through observation • Documenting Children’s Learning • Planning and Evaluating • Recordkeeping/Portfolios • Working with Colleagues and the Community
- 3. Assessment Discussion: What is the purpose of assessment? What assessment tools do you use in your classroom?
- 4. Assessment • To support learning and development • To screen children for special needs • To evaluate program effectiveness • To monitor trends and needs • To assess children’s achievement o hold programs (and educator’s) accountable • To advance knowledge of child development
- 5. Authentic Assessment Information must be collected: • Systematically • In natural settings • During daily routines and activities It is designed to: • provide strength-based, inclusive, and individualized care • support child-initiated learning • promote appreciative understanding
- 6. Systematic Observation Informal Recording noteworthy events as they happen Formal Observing for a particular developmental milestone
- 7. Observation The teacher’s role as a listener and observer of children is our most important role. It is the way we stay in tune with the needs and interests of children • Look • Listen • Learn
- 8. Planning through Observation • Changes to the environment, activities, and projects are based on what we learn about children and their experience • Teachers can be more in tune with individual children • Enables us to set appropriate goals • When the environment and experiences are carefully planned, children are more likely to be engaged and present fewer behavior problems.
- 9. Small Group Activity Observing with Purpose What types of observations (times of day, individual or small group, use of space and materials, etc.) would help you answer these questions?
- 10. Observation Simply document the behaviors that you see. Don’t get ahead of yourself by interpreting the observations, just record the facts: 1. What the children are doing 2. What materials the children are using 3. How children are using these materials 4. What the children are saying
- 11. Words to Avoid in Observation • Happy • Sad • Angry • Funny • Lonely • Bossy • Mean • Selfish • Generous • Sloppy • Neat • Beautiful • Ugly • Creative • Bored • Helpful • Lazy • Talented • Intelligent • Excited • Pretty • Nice • Kind • Aggressive • Smart • Shy • Scared • Artistic • Needy • Curious
- 15. Recording Observations • Brief Notes • Anecdotal Records • Running Records • Diary/Journal Observations • Matrices • Event Sampling • Time Sampling • Checklists • Rating Scales
- 16. Observations • Make quick notes • Address labels • Index cards • Post-it notes • Table/smartphone • Select a time to observe a child • Do group observations • Use checklists
- 17. Getting Started - Observations • Start with small chunks of time and gradually add more • Set aside time and location for observation • Select a child to observe • Plan a focus for observation • Create a system that works for you • Keep notes simple • Use technology
- 18. Collecting and Documenting • Anecdotal observations • Journals and blogs • Photo documentation • Developmental screening • Structured assessment
- 19. Organizing and Maintaining Records • Portfolios • Focus on purpose and milestones, not scrapbooking • Limit to meaningful examples • Developmental profiles • Bulletin boards
- 20. Planning and Goal Setting • Partner with parents to set goals based on the assessment • Curriculum and activity planning • Changes to the learning environment • Program transitions
- 21. Collaboration and Reflection • Create opportunities for families and teachers to communicate • Intakes/conferences • Use assessments to connect home and school practices • Journals • Help families make the connections between assessment and educational standards • Be respectful of cultural differences
- 22. Conclusion • Questions • Best Practices • Action Plan • Start • Stop • Keep