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TEACHER OBSERVATION For assessment number2
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- 2. A teacher observationis refers to a process where a teacher actively watches and records students’ performance during an assessment activity, gathering information about their understanding, skills, and progress by observing their behaviors, response, and approaches to the task, which can then be used to inform future instruction and provide targeted feedback to students.
- 3. For teacher observationto contribute to valid judgments concerning student learning outcomes, evidence needs to be gathered and recorded systematically. Systematic gathering and recording of evidence requires preparation and foresight. This does not necessarily mean that all aspects of the process of observation need to be anticipated but the approach taken is deliberate rather than happenstance. It is necessary, at least, to know in advance both what kinds of learning outcomes are anticipated and how evidence will be recorded. Adequate records are essential for good assessment.
- 4. Teacher observation canbe characterized in two types: INCIDENTAL OBSERVATION AND PLANNED OBSERVATION
- 5. Incidental observation occursduring the ongoing (deliberate) activities of teaching and learning and the interactions between teacher and students. In other words, an unplanned opportunity emerges, in the context of classroom activities, where the teacher observes some aspect of individual student learning. Whether incidental observation can be used as a basis for formal assessment and reporting may depend on the records that are kept.
- 6. Planned observation involvesdeliberate planning of an opportunity for the teacher to observe specific learning outcomes. This planned opportunity may occur in the context of regular classroom activities or may occur through the setting of an assessment task (such as a practical or performance activity).
- 7. Importance of TeacherObservation 1. Observations capture a wide range of student abilities like critical thinking, collaboration, engagement, and problem-solving skills that might not be fully captured through standardized test alone. 2. Regular observations allow teachers to monitor student progress in real-time, providing immediate feedback and opportunities to adjust teaching strategies as needed. 3. By closely observing students, teachers can identify specific learning needs and tailor instruction to address individual strengths and weaknesses.
- 8. 4. Observing studentsin natural classroom settings provides a more authentic picture of their learning abilities compared to high- pressure testing situations. 5. Observing data can inform differentiated instruction, allowing teachers to provide appropriate challenges and support for diverse learners. 6. Teacher observations can be used for peer feedback and professional development, enhancing teaching practices across the school.
- 9. Different Types ofTeacher Observation Anecdotal Observation: this involves informal, ongoing notes about behavior, participation, or specific learning moments during a lesson, providing rich qualitative data about individual student progress. Checklist Observation: a structured approach where the teacher check off pre-determined behaviors or skills observed in students, often used to track mastery of specific learning objectives.
- 10. Rating Scale Observation:uses a pre-determined scale to evaluate student performance on specific criteria, allowing for more quantitative analysis of student abilities. Performance-Based Observation: focuses on observing students as they demonstrate a particular skill or complete a task, often involving rubrics to assess quality and complex. Learning Walk-Throughs: a quick, focused observation where the teacher moves around the classroom observing various student interactions and
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