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Monday, 19 March 2012 08:35

notes -chap 4

Written by David Sheppard
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nChapter Four
Observing, Documenting, and Assessing
nLearning to Be Skilled Observers of Children
nDocumenting and Assessing their Growth and Development
nAssessment is a Multipart Process
nPurpose is to appraise young children’s development and learning
nAssessment has three interconnected components:
n1. Collecting and recording information about child’s development and learning
n2. Interpreting and evaluating collected information
n3. Using assessment to guide planning and to share information with families
nTwo Broad Approaches to Assessment
n1. Authentic
n2. Standardized or Formal

Systematically watching and noting what children do is your most effective technique for understanding them.

nThe Observation Process
nObserving – purposefully gathering information
nRecording – documenting what you have observed
nInterpreting – reflecting on what your observation might mean
nNarrative Observation Records
nOpen ended with rich detail
nCreates vivid pictures
nRequires skill in writing
nRunning Records & Anecdotal Records are the most commonly used
nStructured Observation Records
nClosed ended
nRequires little or no writing
nTime Samples & Event Samples
nChecklists & Rating Scales
nInterviews
nElectronic Observation Records
nVisual & Audio Documentation
nAccurate & Vivid
nRequires equipment & skill in using the technology
nChild Portfolios – May Include:
nAnecdotal & Running Records
nChecklists or Rating Scales
nSamples of Child’s Work
nTranscriptions of Child’s Discussion
nList of Books (read/heard)
nAudio and/or video tapes
nAnnotated Photographs
nObservation Systems
nHigh Scope Child Observation Record
nWork Sampling System
nCreative Curriculum Developmental Continuum
nOunce Scale
nECHOS (Early Childhood Observation System)