Documenting: Collecting Information

​Documenting:

Collecting Information ​

​Nayrobi Franco

Multiple Choice

Teachers collect information by

• Checklists or Anecdotal Records

• Observing the child and interviewing them

• All of the above

• None of the above

• Checklist

• Anecdotal records.​

​Recording Information

• Observing children

• Interviewing them

• Studying the work they do

​Collecting Information

​Missconception

​Collecting Information

Teachers gather information about children through many “windows” combinations of sources, methods, and contexts.​

Children

• ​The most authentic and direct way of obtaining information

• Occurs as natural out-comes of day-to-day classroom interaction.

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​Source of Information

​

​Other Adults

• ​Are an indirect source of information about children.

• ​Children may not display their most mature behavior at school, or they may reveal a different side of their personality to a particular teacher.

​Records

• Attendance records

• Intake records

• Inventories and checklists

• Parent questionnaires​

• ​ Health and school history records

• Progress reports and report cards

• Results of standardized tests.​

Multiple Choice

Children Sources are

• Directly

• Indirectly

Multiple Choice

The teacher often does not use records as the primary source because

• It is too accurate

• They prefer to assess the child and have their own perspective

• none of the about

​Methods of Collecting Information

The method of assessment is the “how”—the way information is gathered. ​

​Formal

• ​Research instruments

• Clinical techniques

• Standardized tests such as screening or achievement tests with limited uses in classrooms.

​Informal

• Involve normal classroom activities

• Are directly relevant to classroom decision making and keeping track of progress toward developmental goals. ​

​Looking does not mean seeing

​We are talking about observation.

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The most widely used way of gathering information about children is watching and listening to them. ​

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​Attention must be directed to a child, a particular pattern of behavior, a situation or problem, or progress toward an identified goal.

​Systematic Observations​

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​Strengths

• ​ Children do not have to read and write to be assessed.

• Children can be minimally aware that their behavior is observed.

• Classroom routines and activities do not have to be changed.

• Children are assessed in a familiar setting relevant to the event.

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• ​Some important aspects of development, such as attitudes, values, and other mental processes, cannot be assessed by observing behavior.

• Systematic observation requires focused attention and is difficult to do while interacting with children.

• Personal elements that may color an observer’s perceptions can never be completely eliminated.

​Limitations

​- (Boehm & Weinberg, 1997)

" Focus on the facts and details of what is occurring with as little interpretation and filtering of information as possible " 

​Eliciting Information From Childrens

• Teachers and children converse, discuss activities, and exchange questions and answers in daily classroom interaction and assessment.

• Teachers save time by focusing on needed information in a direct request to a child instead of waiting for spontaneous evidence.

• Teachers may also use instructional conversations or dialogues to explore children’s thinking processes, problem-solving strategies, reasoning, and concerns about almost anything ​

​Interviews, Conferences, and Discussions

​Dynamic Assessment.

​Performance Assessment.

Starts at the point where a child is having difficulty performing or is making many errors.​

Children ​are allowed

to demonstrate what they know and can do in a real-life situation.

​An interview involves a planned sequence of questions.

A conference implies discussion with the teacher and child sharing ideas

​Eliciting Information from Children

Strength​

• Eliciting focus on the child and teacher behavior

• Is more effective and reliable than nonverbal cues ​

• ​interview, conference, and discussion give inside into children's feelings and attire at the same time as their knowledge and thinking process.

Limitations ​

• If a child does not respond the teacher does not if the child could not or only did not

• ​Questioning can be perceived as a threatening

• Child response may reflect social factors than knowledge

Multiple Choice

Performance Assesment allow children to

• Demostrate what they need to learn more

• Demostrate their social skills

• Demostrate what they know and can do

​Work Products

• Much important development and learning do not result in a product.

• Children will have unique products, making it difficult to get a sense of classroom needs.

• Overemphasis on the assessment of products may shift the classroom focus away from “process” to “product.”

• It is difficult to know which and how many examples to save.​

​Limitations

• Capture information that would be time consuming and difficult to put into words.

• Reveals information about several aspects of development, steps in learning, and progress toward a goal.

• Products or artifacts are easy to collect because they are the outcome of many classroom activities.

• Products can be collected for groups and individuals and compared over a period of ti​me

​Strengts

​Thank you for listening