Authentic Assessment through Observation and Portfolios Gaye Gronlund, M.A. Early Childhood Education Consultant Tucson, AZ & Traverse City, MI [email protected]

Authentic Assessment through Observation and Portfolios

Gaye Gronlund, M.A.Early Childhood Education Consultant

Tucson, AZ & Traverse City, [email protected]

© Gaye Gronlund 2013

Assessing Children’s Progress Towards Standards or Goals

• Authentically, authentically, authentically!– By gathering information through observation

and work sampling– By evaluating that information using

standards as the reference by which the child’s accomplishments are measured


Teachers Get to Know Children Well by Observing Them in Action

• Teachers observe children ALL the time.

–They watch them using their sense of sight.–They listen.–They have a 6th sense about what’s going on.–They use their sense of touch.–They care deeply about each child.


The Planning/Observation/Individualization

Cycle

Age-Appropriate

GOALS Integrated in All Activities

From Planning for Play, Observation, and Learning in Preschool and Kindergarten

Gronlund 2012© Gaye Gronlund 2013

When using observation, anecdotal notes & portfolio collection as your assessment

procedures…

• What’s been successful for you? What’s worked well?

• What has been challenging for you? What has not worked well?


A toddler at play

– Watch the video of two-year-old Noah “cooking.”

– Take brief observation notes as you watch.– When the clip is finished, turn to a colleague

sitting next to you and discuss your observation.

– Identify what Noah demonstrated that he can do.

– Be prepared to share your observations and conclusions with the large group


Using Observation to Assess Children’s Learning

• Key Points:– Teachers watch and observe their children

every minute of every day.– Teachers do not have the time to write down

everything they learn by observing children.– Therefore, careful planning and focus of

certain observation times and use of quick, efficient documentation strategies is necessary!


Observations

• What to write: – The facts…what you see & hear, what the

child does & says.

– Not interpretations…not what you think about the facts (until you’ve collected enough to support your interpretation!).


Writing AnecdotesWords & Phrases to Words & Phrases to

Avoid Use

Writing AnecdotesWords & Phrases to Words & Phrases to

Avoid Use

The child loves… She or he often chooses…The child likes… I saw her…He or she enjoys… I heard him say…She or he spends a long time at… She or he spends five minutes doing…It seems like… She or he said…It appears… Almost every day he…I felt… Once or twice a month, she…I wonder… Each time, he…She or he does…very well… She consistently…He or she is bad at… We observed a pattern of…This is difficult for...


Two Sample Anecdotes(analyze for objectivity)

• “Joshua was very bad today at circle time. He never listens or sits still. He always wiggles and disturbs his neighbor and I have to sit with him and hold him.”

• What words are interpretive or evaluative? What is the overall tone?

• “When asked to join us at circle time today, Myrna said “No. I want to play with Legos.” Miss Angie went over and touched Myrna on the shoulder guiding her to sit on her lap. Myrna sat down, leaned against Miss Angie, sucking her thumb and watching as Mrs. Diane read a story. Myrna sat quietly until the last page of the story, when she jumped up. Miss Angie asked her to help her set the table for snack and she did.”

• How is this one different than the first? What is the overall tone?


Watch Amelia

• Watch and take notes about what you see Amelia doing as she builds with blocks.

• What standards or benchmarks would you say she is demonstrating that she is working towards?

• Be prepared to review your notes for objectivity (writing descriptively, factually) after the video.

• Share your thoughts with others after our review.


When do you observe & document?

In the moment as you interact with

the children

Out of the action

In reflection, after the fact

TAKE FIVE!


Practical Ways to Document Observations

Sticky notes

Clipboards withaddress labels

File folders or lists with all of the children’s names

File folders with sticky notes or

index cards

Binders or notebooks with a section per child


Time-saving Forms

• For Observation– Quick Check Recording Sheets

– Small Group Observation Forms

– Brief Notes Recording Sheets

• All from Focused Observations 2nd ed. – Available at www.redleafpress.org





Assessment Portfolios

More than a scrapbook orcollection of children’s work More than a photo album

An assessment portfolio is a representation of what you are learning about each child’s performance in selected domains.

It includes observation notes, photographs, and work sampleswith clear connection to learning outcomes collected at least

twice across a year to show progress.



Today, at the writing table, Jane wrote the attached with a crayon, using her right hand in a correct grasp. She brought it to me and said, “I writed a story.” When I asked her what it says, she used her index finger to point under each line moving from left to right as she said:

“No running in the classroom. Mommy, I love you. I think you are so beautiful. Someday, I want to work with you. I love you with all my heart. I like to swing. When I go high, I jump. You are scared. The end.”


From Planning for Play, Observation, and Learning in Preschool and KindergartenGronlund 2012

You can download the forms at www.redleafpress.org


Consider these portfolio items for infants and toddlers

• Observational descriptions of – their participation in daily routines– their interactions with care givers and other

children– their exploration of the environment

• Accompany with a photograph when possible to give families a window on their child’s time with you


Consider collecting the following portfolio items for preschool & kindergarten children

(remember to accompany these with a teacher description of what was observed at the time they were produced)

• Writing samples• Responses to reading experiences• Mathematical problem/solving• Creations that require mathematical

understanding (patterning, geometrical creations)

• Scientific explorations• Self-reflections• Art/Drawing samples


Timeline Options

Two to four collection periods are needed in order to

compare and document progress

Fall and Spring Fall, Winter, Spring

Four Quarters

You can collect data throughobservations and work

samples for all domains eachtime, or for specific ones at

different timesIdentifying certain weeks within

the collection period tofocus on specific domainsor standards help keep the

task more manageable


Reviewing a Portfolio with Anecdotes,

Photos & Work Samples

• As a large group, let’s consider a set of observation notes accompanied by some photos and work samples and build a case about what we are learning about the child

• Then, let’s determine what our next steps in planning curriculum might be for her


Claudia, a young 4-year-old

• Language Observation:Claudia is playing in the dramatic play area talking on the telephone. She says, “Hi Grandma. I’m going to Tucson with my family – my mom and dad and my sister. And we are going to stay in a hotel with a swimming pool!” She then goes to the art table and selects several colored markers and draws a picture. As she shows me her picture, she says, “Look. It’s my family in a rainbow.”

• Social-Emotional Observation:Claudia has become more comfortable separating from her parents at drop-off time. Today, she comforts Emilia, who cries after her mom leaves. Claudia says, “It’s okay. Mommy’s coming back.” She looks at me and says, “Mommy always comes back, right, Michelle?” I smile and nod yes. Claudia gently puts her arm around Emilia and says, “I miss my mom. But see. I’m not crying.” At pickup time Claudia tells Emilia’s mom, “Emilia was crying for you, but I told her you would come back.”

• Gross Motor Observation:Claudia plays on the climbing equipment with two boys. All three of them are growling and roaring. Claudia climbs easily up the ladder to the platform. One boy says, “Okay, I’m the baby jaguar.” He paws the air in front of Claudia. She responds by saying, “Now there are two baby jaguars!” She moves quickly around the platform, jumps on the slide, and slides down. Then she runs around and climbs back up again.


More Claudia Anecdotes• Literacy/Writing

Observation:Today, at the writing table, Claudia made the attached. I observed that she used her right hand in a correct pincer grasp. When I asked her to tell me about it, she said, “Look, I wrote ‘M’ for my Mom.”

• Mathematical Problem-Solving Observation:For the past two weeks Claudia has chosen to play with the pattern blocks. Today, she connected two sets of designs with many yellow hexagons. Her dad arrived to take her home. “Dada, come see what I’m doing,” she said.

She undid her

work and redid

it exactly the way

it was.


Tying It All Together: Observing Children and Planning Curriculum that Meets Their Needs

To assess children’s learning and developmental progress

To reflect on how well your curriculumis working for individual children and

for the whole group

You use observations for two purposes:


You Observe and Reflect About How Your Curriculum Is Working

• Sometimes you make changes right away, at the time of the observation

– For an Individual: You see a child doing something and you immediately offer him your assistance

- For the Whole Group: You see an activity that is not going smoothly or an area of the room that is not being well-used.


You Observe and Reflect About How Your Curriculum Is Working

• Sometimes you wait to make changes after you have observed multiple times– For an Individual: You may be building a case about

a specific child’s interests, developmental skills, behavior and expression of culture.

– For the Whole Group: You may be thinking about how the whole group is doing (Does the environment need a change? What activities are successful? How is the daily routine flowing? Are children’s cultural backgrounds being reflected in the activities and environment?)


In pairs or trios review sets of anecdotes

• With one or two people seated near you consider a set of observation notes accompanied by some photos and work samples (your group can choose to review either the toddler’s or preschooler’s portfolio collection).

• Build a case about what you are learning about the child.

• Then, determine what your next steps in planning curriculum might be for him.

• Be prepared to share with the large group.


Corey, between 14 and 17 months old• Language Observation:

Corey was sitting in the block center playing with a bucket of blocks. The other teacher in our class walked in, and Corey looked up at her and said, “Hi.” He also says, “Mama,” “Dad,” “kitty,” “dat” (for that, and “ball.”

• Developing Relationships Observation:When Corey arrives in the morning and sees me, he smiles broadly and laughs. Then he reaches for me to hold him. He pats me on the back and gives me kisses on my face.

• Fine Motor Observation:

Corey made the attached marks with a purple marker, holding it in his fist.

● Exploration & Discovery Observation:

Corey sees another child playing with the stacking rings. He crawls toward the child reaching for the rings. I get him another set. He sits up and removes the rings one at a time. He replaces them on the post in random order. He plays for maybe three minutes longer, then crawls across the room toward

he bookshelf where he pulls down a board book and sits and looks at it, turning the pages himself.

• Gross Motor Observation:Corey is just beginning to walk without holding on to someone or something. He falls occasionally, but not often. Although his balance is steady, he still will crawl very fast much of the time. Today he walked away from the snack table toward the aquarium. He fell on his bottom and quickly crawled the rest of the way.


Niko (4 ½-5 yrs. Old)

• Language Observation:

Mateo and Niko build an “island” with the hollow blocks. Then, using a clipboard with paper and pencil, they take turns drawing the “map” to show where the island is located. Mateo tells Niko to jump off the island and go into the water. Niko: Are there any fishes in here? Mateo: You’re a mommy, now. Niko: No, I’m not. I’m a captain. As other children join in the play, Mateo: We’re pirates. Niko: Aye, aye, matey.

● Mathematical Problem Solving Observation:

Niko connectedseveral colored blocks together then announced,“Hey, I got this many.”When I asked him how many he had, he beganto count touching eachone. He kept 1-1 correspondence up to

5, then skipped to 7, 9, and “twenty-teen”.

• Gross Motor Observation:

I observe Niko walking around the swing area, balancing on the wooden planks that surround our playground. He concentrates on each step and does not fall once as he goes around the whole area!


Niko (4 ½-5 yrs. Old)

• Social-Emotional Observation:

One of the activities that Niko often chooses outside is riding bikes. Today, when he gets off his bike to go play somewhere else, another child jumps on his bike. When Niko returns and sees the child, he says, “Hey, that’s my bike.” The other child says, “No, it’s mine.” Niko walks over to him and pulls the handlebars on the bike, saying, “Get off. It’s mine.” I walk over and ask, “What’s going on?” Niko says, “This is my bike.” The other child says, “No, it’s mine.” I ask, “What do you think we should do?” Niko says, “I’m mad because he took my bike.” “Where were you when he took your bike?” I ask. “Over there,” he says, pointing to the sandbox. By this time the other child has lost interest in the bike, and Niko jumps back onto it and rides away.

● Literacy/Writing Observation:

Niko chooses to go to the art area today. He takes a blue marker and paper to use. He sits at the art table looking at what other children are drawing on their papers. He traces his left hand and makes some letter-like shapes at the top of his paper. “That’s my name,” he says. He uses his right hand throughout, holding the marker with his thumb, pointer, and middle fingers. (See attached).


Remember to Enjoy the Children

• Be in the moment with them.

• Enjoy their exuberance and zest for life.

• Remember to rejoice with children as they rejoice in their very being.

• Take the time to reflect

on your learning and

growth as a teacher of

young children.

Resources by Gaye Gronlund available from www.redleafpress.org or

www.naeyc.org

• Planning for Play, Observation, and Learning in Preschool and Kindergarten

• Developmentally Appropriate Play: Guiding Young Children to Higher Levels (with parent brochure, Why Children Play, and CD-Rom program, Developmentally Appropriate Play Stories)

• Make Early Learning Standards Come Alive: Connecting Your Practice and Curriculum to State Guidelines

• Focused Observations 2nd edition: How to Observe Young Children for Assessment and Curriculum Planning (coauthor, Marlyn James)

• Focused Portfolios: A Complete Assessment for the Young Child (coauthor, Bev Engel)

• Early Learning Standards and Staff Development: Best Practices in the Face of Change (coauthor, Marlyn James)

• Produced the CD-Rom accompanying Developmentally Appropriate Practice in Early Childhood Programs, 3rd Edition, NAEYC and the DVDs, “The New Developmentally Appropriate Practice”, “DAP and Intentionality” and “DAP and Play”

©Gaye Gronlund 2012

http://www.redleafpress.org/

Documents

Authentic Assessment through Observation and Portfolios Gaye Gronlund, M.A. Early Childhood Education Consultant Tucson, AZ & Traverse City, MI [email protected]