1. Human Dev. II
Chapter 3
Observing Children: A tool
for assessment
Learning Objective: Students will analyze the
importance of assessment and observation
when developing programs for young children,
and compare and contrast various assessment
tools.
FCS Standard: Child Development
Standard 5

2. Assessment: What is it and
why do we use it?
 Assessment: The process of observing,
recording, and documenting children’s growth
and behavior


Must be done over time in real life situations.
Not the same as evaluation. Evaluation is reviewing
the information and finding value in it.
 What’s the purpose

Find out learning styles and needs, identify
classroom and individual problems, identify children
with special needs, where is a child developmentally,
use in parent teacher conferences, evaluate your
program.

3. When are assessments done?
 Initial assessment
 Gives you a “snapshot” of the entire class.
 You can observe the child and look at existing
folders, review home situation, talk to the parents.
 Ongoing assessment


The assessment that continues over time.
Provides more in-depth info. and can help you
track a child’s progress.
 Assessing over time is important. Are your
abilities accurately measured if someone
observes you for a brief time?

4. Types of Observation
 Formal



Involves controlled conditions
Example: standardized tests and research
Leads to identifying Developmental
Norms-characteristics and behaviors
considered normal for children in specific
age groups.
 Informal

Observing children in the classroom, talking
with parents, talking with children
 More
appropriate for program development

5. How do you know what kind of
observation to use?
 Ask yourself…




What is the behavior you want to assess?
How much detail do you need?
Is it for one child or the entire group?
How much time and attention do you have?
Checklists, videotapes, and participation
charts are easier when working with
young children.

6. Linking Documentation and Curriculum

7. Assessment Tools
 Complete the worksheet “Assessment
Tools Summary” using the textbook
to compare and contrast the different
types of assessment tools.




Anecdotal
Checklists
Participation Chart
Rating Scale

8. Anecdotal Records
Objective vs. Interpretation Statements
 Objective Statements must:


Describe only observable actions
Be non-evaluative
 Do
not include WHY it happened, whether it
was right, wrong, good or bad.
 Avoid labeling
 Interpretation Statements explain the
observed behavior and give it meaning.

9.  Complete the worksheet “Descriptive or
Interpretive?”

10. Let’s Practice Anecdotal Recording…
Record objective statements about the boy in the blue shirt and glasses.

11.  After watching the video, what can be
“interpreted” from your objective
statements?
 Complete the worksheet “Interpreting the
Data”

12. More Assessment Tools
 Collecting Samples of Children’s
Work




Should be collected over time
Examples: artwork, stories written,
photographs
Can provide info. regarding child’s
development
Dating the work is helpful or storing them
in chronological order.

13. Other Assessment Ideas
 Technology
 Video
 Digital Cameras
 Portfolios



A collection of materials that shows a person’s
abilities, accomplishments, and progress over time.
Can include: samples of work, summaries of parentteacher conferences, samples that reflect unique
skills or interests.
It should be continually evolving and provide
ongoing assessment. It can guide your
programming

14. Guidelines for Observation
 Confidentiality
 Keep your personal belongings out of
the classroom
 Don’t talk too much to the children or
staff
 Record your observations accurately