Recording Classroom Observations
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Transcript of Recording Classroom Observations
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Recording Techniques
Ways of Documenting Observations
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Anecdotal Records
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Anecdotal Records
“An anecdotal record is "a written record kept in a positive tone of a child's progress based on milestones particular to that child's social, emotional, physical, aesthetic, and cognitive development," notes the American Association of School Administrators (1992, p. 21).”
http://home.gwu.edu/~anniehp/portfolio/Anecdotal_Records.htm
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Anecdotal records
are objective observations, not interpretations or judgments
are positive account for significant events or
behaviors give information that cannot be obtained
using other methods of assessment
Airasian (2000) http://www.sasked.gov.sk.ca/docs/francais/frcore/sec/eval3.html
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Anecdotal Records
Usually include the date, time, event, setting, student’s name, and teacher’s name
“Some teachers use notebooks for keeping track of such notes, others use sticky pads to write things down and have a system of keeping track of these notes. Sometimes the notes end up in a child's file at the end of a school year, other times, they stay with a teacher's records or end up in the trash. There is not a single system utilized by all teachers, nor do all teachers keep anecdotal records.”
http://home.gwu.edu/~anniehp/portfolio/Anecdotal_Records.htm
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Anecdotal Record Format - Example
Anecdotal Record
Student’s Name: Teacher:Date: Time:
Activity
Observations
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Here’s an example of when anecdotal records are needed from Hall-Paulson, A. http://home.gwu.edu/~anniehp/portfolio/Anecdotal_Records.htm
With Student Y, the anecdotal records are especially helpful in helping to address the behaviors because these are usually not graded (although a student's behavior and work habits affect their grades). A teacher should provide examples with dates and times explaining how a child lost control of him or herself, how he or she was uncooperative and how that student was disrespectful. In these cases, it's also good to document what the response was to the behavior and whether or not the parents were contacted.
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And another one…
With Student X, a teacher should have both writing and math samples to support the highlighted comments. As for diplomacy, the teacher should have a list of specific cases where Student X was not diplomatic and how he or she needs to be alter or improve this area of communication!
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Checklists
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Checklists
are written lists of criteria used while a product or a student’s behavior is being assessed
involve the use of a checkmark next to the criterion that is represented by the observed behavior
can be used for diagnostic purposes and for tracking change
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Disadvantages of Checklists
Only two choices: criterion is performed or not, goal is met or not. There is no middle ground for scoring and no representation of extent.
Time and organizational issues
Example from Airasian (2000) p. 161-162
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Uses English with peers
Stays on task
Weekly entry in the reading log
Shares resources
Checklist Example
The teacher stamps, initials, or checks every time the student demonstrates a required behavior such as uses English in class with peers, stays on task when asked to, makes an entry in the reading log, shares resources, etc.
s 1 s 2
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Self-Evaluation Checklist
Checked and completed by the student and verified by the teacher
Student’s Name:Unit:
Skills Date Teacher’s Comments
I can list the steps of planting a seed
I can ask questions about plants
I can draw and label the parts of a plant
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Group Members:Student’s Name:Date:I encouraged other members in the group.
YES NO
I shared information and ideas with other members in the group.
YES NO
The other members of the groups have encouraged me.
YES NO
Group Work Self-Assessment
Completed by members of groups to assess their own contribution to the group as well as that of other members.
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Students’ Names
Observations
1s
t
2n
d
3r
d1st 2nd 3rd
Criteria
Suggests ideas
Reacts positively to the ideas of other members
Uses English to communicate with other members
Uses language presented in the unit in communication with other members
Teacher’s assessment checklist of group members
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Rating Scales
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Rating Scales
Are similar to checklists but differ in that they allow the observer to judge performance along a continuum rather than as a dichotomy (Airasian, 2001).
Come in three types: Numerical Graphic Descriptive
Examples on page 163-165 of Airasian (2000)
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Improving the Use of Rating Scales
Limit the number of rating categories to no more than 5
More categories might result in reduced reliability (Airasian, 2000,2001)
Use 3-5 rating scale points (Airasian, 2000,2001)
Use the same rating scale for each criterion in numerical and graphic rating scales
Read the section on numeric summarization (from Airasian, 2000, p. 166) in relation to the scoring of rating scales
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Criteria Based on Goals OR Class Activities
Comments
Students’ Names
1
2 3 4 N/A
Checklist/Rating Scale
1=unsatisfactory 2=satisfactory 3=good 4=excellent N/A=not applicable
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Rubrics
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Rubrics are clear sets of expectations or criteria used to help teachers and students focus on what is valued in a subject, activity, topic…
A category describes a student’s performance as closely as possible, but not completely describes overall performance because criteria are not separated.
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An example of a rubric!
Complete work, very neat, has everything it needs.
Almost complete work, neat, missing a few things.
Not complete work, messy, missing many things.
Oh no! Missing everything, very messy.
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Letter Writing
Excellent SatisfactoryNeeds Improvement
Form: Date, Heading, Body, Closure
Complete Complete Incomplete
Topic: Shows Learning
Shows Learning, Writes About Topic
Mentions Topic Briefly No Discussion of Topic
Sentence Structure
Complete, Complex Simple Fragmented
Grammar Proper Adequate ImproperProper Use of Paragraph
Indents at New TopicIndents No Form
SpellingCorrect
Mixed InventiveTyping Skills No Errors
Few Errors, Less Than 5Many Errors
DeadlineCompleted By Completed By
Late/Incomplete
Letter writing rubric example from: http://www.k12.hi.us/~tulii/3rdGrade/rubrics.htm
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Comparison
Checklists & Rating Scales: Provide specific
diagnostic information about strengths and weaknesses
Diagnostic and formative
Rubrics: Summarize
overall performance in a general way
Summative
Airasian, 2000, p. 167-168.