Continuation

• Observation methods


  • Running records
  • Learning stories
  • Photographs
  • Work samples
• Purpose of using a variety of observation methods

  To observe a child's interest, skills, abilities, and needs
• Purpose of collecting a series of observations before interpreting and planning


  To provide a well-rounded and holistic picture of the child
• When engaging in observation as an assessment tool

  Need to be clear about learning goals, individual targets, and what proficiency looks like
• Benefit of observation as an assessment tool

  Offers teachers insight into the processes learners employ when engaging in learning experiences
• Purpose of using observational data

  To impact learning and intervene, or celebrate in timely and targeted ways
• Anecdotal records


  • Brief account of an important development event
  • Tell stories that can reveal feelings and facts
  • Represent all developmental areas
• When to use anecdotal records


  Anytime observing children, to tell a story about what is seen
• Reflective diary/journal/log


  • Allows teacher and students latitude in what to look for and record
  • Allows reflection on own reactions
  • Helps communicate with supervisors
• When to use reflective diary/journal/log


  Can be done anytime and anywhere
• Audio recording


  • Can be used to learn about children's language skills
  • Can be used to analyze teacher's use of questions and conversation strategies
  • Can be used to document and analyze children's progress in reading
• When to use audio recording

  Anytime language samples are needed, to record verbal interactions
• Videotaping


  • Provides visual and auditory record
  • Can be reviewed numerous times focusing on different aspects
• Purpose of sociometric techniques

  To assess the social interactions of children in group settings and identify popular, rejected, or neglected children
• When to use sociometric techniques

  When the class is not working together, or when some children are being rejected or neglected
• Time samples


  • Record occurrence of a child's behavior and keep track of number of times it occurs
• When to use time samples

  When concerned about behavior of a particular child or small group
• Event samples


  • Series of short observations of a child's response in a particular situation
  • Record behavior patterns to identify causes and consequences
• When to use event samples

  To explore causes and effects of atypical or repeated inappropriate behavior, or when schedule seems inappropriate
• Rating scales


  • Informed observer determines where child's behavior fits on a 3- to 7-point scale
  • Written categories of behavior, observer chooses most similar
• Rating scale


  Used to record how well or how often a behavior takes place
• Rating scales


  • Easy to use
  • Can be used to compare behaviors of several children
  • Students and teachers can use them to assess many different areas of the program or many different child behaviors at one time
• Rating scales may be biased because the rater is asked to make judgements
• Rating scales are not very accurate, sometimes none of the categories fit the behaviors observed
• There is a need to carefully define what different ratings mean to maintain consistency among raters
• Checklist


  An easy way to gather specific information on a group or whole classroom of young children when the behaviors can be easily observed
• Checklists


  • Have clearly defined items - the child either has the ability or does not
  • Can be completed in a natural context without putting the child in a "testing" situation
  • Can be used to observe a large group by placing names of several children on the chart and using code letters or numbers for behaviors
• Teachers may use checklists that are not appropriate for the developmental level of the children
• Teachers may follow a checklist too rigidly
• The checklist may dictate the curriculum: Teachers who want children to do well may teach according to the checklist, but some children may not yet be ready to learn certain skills
• Quality and context of behaviors are compromised with checklists
• Case study


  An in-depth look at an individual child, often based on both observations of and interviews with the child
• Case studies


  • Focus on the strengths and needs of one child
  • Use a variety of sources, methods, and settings
  • Produce a multifaceted picture of one child
  • Are useful in planning a comprehensive intervention program for a particular child
  • May meet the requirements for special educational services
• Case studies involve a number of people and a commitment of time, and it is often difficult to schedule a meeting time so everyone can be included
• Results of case studies are individual and do not apply to other children
• Longitudinal study


  Study of the developmental changes in a group of people over an extended period of time in one or more areas of development
• Cross-sectional study


  Includes groups of subjects of different ages in order to learn about the changes in one or several areas of development
• Sequential study


  Combines longitudinal and cross-sectional methods with the study of several samples of children at different ages over a certain time period
• Experimental research


  Randomly assigns children to experimental or control groups
• Quasi-experimental study


  Carefully matches groups of children on many different variables such as age, sex, socioeconomic status, and family background