Classroom Observation Record - Project Constructprojectconstruct.org/AssessmentFormsFromFramework.pdf · Project Construct Copyright © 2013 Missouri Department of Elementary and

Project Construct Copyright © 2013 Missouri Department of Elementary and Secondary Education. All rights reserved.

Classroom Observation Record Observer: __________________________ Observation Period: _____________________


Family/Caregiver Survey

Student: __________________________________________________________ Age: ______

School: _______________________________________ Teacher: ______________________

Family/Caregiver: ____________________________________ Date: __________________

What does your child do well?

___________________________________________________________________________

___________________________________________________________________________

What activities does your child like?

___________________________________________________________________________

___________________________________________________________________________

How does your child get along with others?

___________________________________________________________________________

___________________________________________________________________________

How does your child usually approach new experiences?

___________________________________________________________________________

___________________________________________________________________________

What does your child need?

___________________________________________________________________________

___________________________________________________________________________

What do you want most for your child?

___________________________________________________________________________

___________________________________________________________________________

What can we do together for your child?

___________________________________________________________________________

___________________________________________________________________________


Goal Checklist

Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goals

So

cio

mo

ral

Build relationships of mutual trust and respect with adults

Build relationships of mutual trust and respect with peers

Consider the perspectives of others

Cooperate and collaborate as a member of a learning community

Be inquisitive

Take initiative

Be confident

Be inventive

Be reflective

Co

gn

itiv

e

Develop logical thinking

Develop numerical thinking

Develop geometric, spatial, and temporal reasoning

Analyze data

Exchange mathematical ideas

Increase knowledge of the physical world

Develop and apply scientific reasoning

Exchange scientific ideas

Rep

rese

nta

tio

na

l

Develop effective listening and speaking abilities

Develop as a reader

Develop as a writer

Use language to communicate in a variety of ways for different purposes and audiences

Gather and comprehend information from a variety of sources

Represent ideas and feelings through pretend play

Represent ideas and feelings through movement

Represent ideas and feelings through music

Represent ideas and feelings through art and construction

Recognize that symbolic expression has social, cultural, and historical contexts

Ph

ysi

cal

Dev

elo

pm

ent Develop motor skills for personally meaningful purposes

Develop healthy living practices

Develop safe living practices

Develop socially through regular physical activity

Develop cognitively through regular physical activity


Indicator Checklist: Sociomoral Domain—Social Development Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goal/Indicator


Cares about relationships with adults

Initiates interactions with adults

Accepts adult leadership

Expresses own ideas and feelings to adults

Offers resources and help to adults

Negotiates and resolves conflicts with adults


Expresses interest in peers

Cares about relationships with peers

Uses peers as resources

Offers resources and help to peers

Engages in sustained periods of activity with peers

Establishes and maintains friendships with peers

Expresses own ideas and feelings, including disagreements

Collaborates with peers

Resolves conflicts with peers


Expresses concern for the needs/welfare of others

Responds to others’ ideas

Recognizes and accepts individual differences

Exchanges similar and/or opposing points of view

Restates another’s point of view

Respects rights and property of others

Uses social conventions when appropriate

Advocates for others


Participates in class or group activities

Contributes ideas to benefit the community

Shows respect for property and procedures of classroom

Remembers, verbalizes, and follows rules and routines

Explains reasons for rules and routines

Negotiates with others to change rules and routines

Shows pride in classroom accomplishments/activities


Indicator Checklist: Sociomoral Domain—Personal Development Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goal/Indicator

Be inquisitive

Expresses interest in people, activities, and the environment

Poses questions

Investigates

Take initiative

Initiates interactions with others

Directs own behavior

Offers to help others

Offers solutions to problems

Makes decisions independently

Tries to solve problems independently

Be confident

Views self as competent

Expresses own ideas/opinions

Copes with frustrations/failures

Pursues challenges

Be inventive

Generates a variety of ideas

Transfers ideas into different contexts

Transforms material to meet own needs

Exhibits a sense of humor

Engages in the process of creating

Be reflective

Discusses experiences

Makes connections based on experience or input

Modifies actions based on experience or input

Chooses and applies effective problem-solving strategies


Indicator Checklist: Cognitive Domain—Mathematical Thinking Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goal/Indicator


Classifies spontaneously in daily experiences

Creates patterns and relationships

Makes inferences

Invents strategies to solve personally meaningful problems

Evaluates solution or strategy to see if it is reasonable

Draws conclusions

Verifies answers

Uses increasingly efficient strategies to solve problems


Counts by rote

Establishes one-to-one correspondence

Makes part-whole relationships

Establishes relationships between numbers and quantities

Determines same, more than, and less than

Demonstrates the logic of addition and subtraction

Solves problems using a variety of counting and grouping strategies


Observes geometry in the environment

Solves spatial problems in everyday situations

Compares objects or events on the basis of shape, size, length, or time

Notices spatial and temporal patterns

Explores units of measure

Interprets and creates maps and directions

Analyze data

Collects data

Organizes data

Displays data (using charts, tables, graphics, models, pictures)

Interprets data and draws conclusions


Represents mathematical ideas orally, in writing, or through use of materials and/or drawings

Reads and writes numerals

Uses mathematical symbols and terminology

Justifies mathematical ideas and solutions

Restates the mathematical thinking of others


Indicator Checklist: Cognitive Domain—Scientific Thinking Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goal/Indicator


Acts on objects to gather information and observe reactions

Acts on objects to produce desired effects

Explores the natural world


Asks questions or makes predictions (based on reasoning) about events in the physical world

Investigates to answer questions or test predictions

Draws conclusions

Applies knowledge to solve personally meaningful problems


Represents ideas orally, in writing or drawing, and/or through the use of materials

Exchanges ideas orally, in writing, and/or through the use of materials

Develops scientific vocabulary

Justifies ideas and solutions


Indicator Checklist: Representational Domain—Language Development Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goal/Indicator


Is attentive during story time and in other group settings

Expresses complete thoughts

Engages in discussions

Takes and offers turns in conversations

Stays on general topic

Considers audience

Organizes ideas in a logical sequence

Includes details in presentation of ideas

Develops increasing proficiency in standard English

Develop as a reader

Enjoys books and stories

Chooses to explore books

Exhibits book-handling skills

Exhibits awareness of print

Recognizes environmental print and symbols

“Reads” simple books

Develops a sense of story

Sees self as a reader

Develops phonemic awareness

Develops personal reading vocabulary

Uses a variety of strategies to read

Expresses preferences for particular styles, authors, or subjects

Responds to literature in a variety of ways

Develop as a writer

Experiments with writing tools and materials


Produces scribbles, symbols, and/or pictures with intent to convey meaning

Experiments with the function of writing

Progresses from scribbling to invented letters to conventional letters

Progresses from phonetic spelling toward conventional spelling



(continued)


Indicator Checklist: Representational Domain—Language Development (continued)

Stu

den

t

Goal/Indicator

Produces different kinds of writing, including stories, letters, reports, journal entries

Explores and refines the use of punctuation, capitalization, and sentence structure


Experiments with various forms of oral and written expression to pretend or create

Shares stories, experiences, and/or information

Integrates language with a variety of symbolic activities to communicate ideas and/or feelings

Uses technology to communicate


Recognizes various types of communications

Extracts pertinent information from communications heard, read, and viewed

Uses one or more strategies and background knowledge to make sense of communication

Asks and answers questions for information and clarification

Applies information to new situations and tasks


Indicator Checklist: Representational Domain—Symbolic Expression Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goal/Indicator


Uses objects to represent ideas, feelings, and/or other objects

Develops play themes

Expresses preferences for particular play themes

Takes part in interactive play with others

Engages in progressively more complex play

Elaborates on make-believe situations through language or props


Develops a range of expressive movements

Expresses preferences for certain patterns of movement

Communicates through movement

Creates and extends patterns of movement


Responds to music

Expresses preferences for certain sounds or rhythms

Sings or makes music spontaneously

Assigns meaning to sound and/or rhythm

Modifies, extends, and elaborates songs or musical patterns

Creates new songs for personal purposes



Expresses preferences for particular styles, elements, or subjects

Assigns meaning to own art and construction

Represents through a variety of media

Expands and elaborates art and construction

Interprets the art and construction of others


Associates patterns of movement with context

Associates music with context

Associates patterns of art and construction with context

Associates pretend play with context


Indicator Checklist: Physical Development Domain—Motor Skills Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goal/Indicator

Develop motor skills for personally meaningful purposes

Engages in a variety of physical activities

Develops gross-motor skills with increasing purpose and coordination

Develops fine-motor skills with increasing purpose and coordination


Indicator Checklist: Physical Development Domain—Health and Safety Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goal/Indicator


Engages in vigorous activity

Practices personal hygiene

Recognizes what constitutes a healthy diet

Recognizes the benefits of rest

Recognizes the importance of health care


Follows safety precautions

Recognizes personal limitations


Indicator Checklist: Physical Development Domain—Movement and Brain Development Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goal/Indicator

Develop socially through regular physical activity

Engages in a variety of physical activities involving a social element


Engages in a variety of physical activity


Indicator Checklist: Conventional Knowledge Observer: __________________________ Observation Period: _____________________

Stu

den

t

Goal/Indicator

Sociomoral Domain

Knows first name

Knows last name

Knows age

Knows street address

Knows city

Knows state

Knows phone number (if applicable)

Knows some occupational roles (e.g., firefighter, astronaut, doctor)

Knows birthday (day and month)

Knows days of the week

Knows some community landmarks (e.g., library, monument, park)

Uses courtesy words spontaneously (e.g., please, thank you)

Cognitive Domain

Names and identifies numerals

Recognizes and describes some geometric shapes (e.g., circle, square, triangle)

Identifies some coins (e.g., penny, nickel, dime, quarter)

Knows names and functions of some scientific objects (e.g., scales, magnets, ramps)

Knows names and characteristics of seasons

Names some animals and their characteristics

Knows some geographical features (e.g., rivers, mountains, oceans)

Representational Domain

Names and identifies letters of the alphabet

Identifies letters with their sounds

Demonstrates some knowledge of capitalization and punctuation

Knows some signs and symbols (e.g., traffic signs, $ and ¢ symbols, boys/girls restroom signs)

Identifies colors

(continued)


Indicator Checklist: Conventional Knowledge (continued)

Stu

den

t

Goal/Indicator

Physical Development Domain

Names and identifies parts of the body

Knows personal hygiene practices

Knows safety rules and precautions


Record of Classroom Experiences Observer: __________________________ Observation Period: _____________________

Student Date

Notes

Exper

ience

s


Project Construct

Student Evaluation Form Student: _______________________________________ Age: _______________________

School: _____________________________________________________________________

Evaluator: __________________________________________________________________

Evaluation Period: ______________________________ Attachments: Yes ___ No ___

Experiences

__ Class Meetings and Discussions __ Guided Reading __ Music

__ Creating with Materials __ Independent Reading __ Pretend Play

__ Distributing Things __ Independent Writing __ Read-Aloud

__ Environmental Math __ Interactive Writing __ Shared Reading

__ Exploration and Experimentation __ Investigations __ Shared Writing

__ Food Experiences __ Mental Math __ Working with Data

__ Group Games __ Movement

The Student Evaluation Form is intended to aid in the evaluation of the student’s development in each of the Project

Construct goals (e.g., Build relationships of mutual trust and respect with adults) and areas (e.g., Social

Development). The form should be used after the first step in the assessment process (gathering data) to facilitate

the second and third steps (interpreting data and evaluating progress, respectively).

Directions: Fill in the student’s name, age (in years and month), school, evaluator’s name, and evaluation period in

the spaces provided. Indicate whether supporting documentation or work samples are attached. Check any

experiences that the student participated in during the evaluation period.

Using information recorded on the data-gathering forms, evaluate the student’s development toward each of the

Project Construct goals. The large space beneath each goal and to the right of its indicators may be used for detailed

narrative summaries of the student’s development toward the goal. The small space to the right of each goal may be

used to record judgments or decisions regarding the student’s progress toward the goal. Likewise, the space beneath

each area may be used to summarize progress and record judgments within the area. These evaluation forms can be

transferred directly to the Student Progress Report.


Sociomoral Domain—Social Development

Goal: Build relationships of mutual trust and respect with adults

Po

ssib

le I

nd

ica

tor

s Cares about relationships with adults

Initiates interactions with adults

Accepts adult leadership

Expresses own ideas and feelings to adults

Offers resources and help to adults

Negotiates and resolves conflicts with adults

Goal: Build relationships of mutual trust and respect with peers

Po

ssib

le I

nd

ica

tor

s

Expresses interest in peers

Cares about relationships with peers

Uses peers as resources

Offers resources and help to peers

Engages in sustained periods of activity with peers

Establishes and maintains friendships with peers

Expresses own ideas and feelings, including disagreements

Collaborates with peers

Resolves conflicts with peers

Goal: Consider the perspectives of others

Po

ssib

le I

nd

ica

tor

s

Expresses concern for the needs/welfare of others

Responds to others’ ideas

Recognizes and accepts individual differences

Exchanges similar and/or opposing points of view

Restates another’s point of view

Respects rights and property of others

Uses social conventions when appropriate

Advocates for others

Goal: Cooperate and collaborate as a member of a learning community

Po

ssib

le I

nd

ica

tor

s

Participates in class or group activities

Contributes ideas to benefit the community

Shows respect for property and procedures of classroom

Remembers, verbalizes, and follows rules and routines

Explains reasons for rules and routines

Negotiates with others to change rules and routines

Shows pride in classroom accomplishments/activities

Area: Social Development


Sociomoral Domain—Personal Development

Goal: Be inquisitive

Po

ssib

le I

nd

ica

tor

s Expresses interest in people, activities, and the environment

Poses questions

Investigates

Goal: Take initiative

Po

ssib

le I

nd

ica

tor

s Initiates interactions with others

Directs own behavior

Offers to help others

Offers solutions to problems

Makes decisions independently

Tries to solve problems independently

Goal: Be confident

Po

ssib

le I

nd

ica

tor

s Views self as competent

Expresses own ideas/opinions

Copes with frustrations/failures

Pursues challenges

Goal: Be inventive

Po

ssib

le I

nd

ica

tor

s Generates a variety of ideas

Transfers ideas into different contexts

Transforms material to meet own needs

Exhibits a sense of humor

Engages in the process of creating

Goal: Be reflective

Po

ssib

le I

nd

ica

tor

s Discusses experiences

Makes connections based on experience or input

Modifies actions based on experience or input

Chooses and applies effective problem-solving strategies

Area: Personal Development


Copyright © 2013 Project Construct National Center. All rights reserved.

Cognitive Domain—Mathematical Thinking

Goal: Develop logical thinking

Po

ssib

le I

nd

ica

tor

s

Classifies spontaneously in daily experiences

Creates patterns and relationships

Makes inferences

Invents strategies to solve personally meaningful problems

Evaluates solution or strategy to see if it is reasonable

Draws conclusions

Verifies answers

Uses increasingly efficient strategies to solve problems

Goal: Develop numerical thinking

Po

ssib

le I

nd

ica

tor

s

Counts by rote

Establishes one-to-one correspondence

Makes part-whole relationships

Establishes relationships between numbers and quantities

Determines same, more than, and less than

Demonstrates the logic of addition and subtraction

Solves problems using a variety of counting and grouping strategies

Goal: Develop geometric, spatial, and temporal reasoning

Po

ssib

le I

nd

ica

tor

s

Observes geometry in the environment

Solves spatial problems in everyday situations

Compares objects/events on the basis of shape, size, length, or time

Notices spatial and temporal patterns

Explores units of measure

Interprets and creates maps and directions

Goal: Analyze data

Po

ssib

le I

nd

ica

tor

s Collects data

Organizes data

Displays data (using charts, tables, graphics, models, pictures)

Interprets data and draws conclusions

Goal: Exchange mathematical ideas

Po

ssib

le I

nd

ica

tor

s Represents mathematical ideas orally, in writing, or through use of materials and/or drawings

Reads and writes numerals

Uses mathematical symbols and terminology

Justifies mathematical ideas and solutions

Restates the mathematical thinking of others

Area: Mathematical Thinking


Cognitive Domain—Scientific Thinking

Goal: Increase knowledge of the physical world

Po

ssib

le I

nd

ica

tor

s Acts on objects to gather information and observe reactions

Acts on objects to produce desired effects

Explores the natural world

Goal: Develop and apply scientific reasoning

Po

ssib

le I

nd

ica

tor

s Asks questions or makes predictions (based on reasoning) about events in the physical world

Investigates to answer questions or test predictions

Draws conclusions

Applies knowledge to solve personally meaningful problems

Goal: Exchange scientific ideas

Po

ssib

le I

nd

ica

tor

s Represents ideas orally, in writing or drawing, and/or through the use of materials

Exchanges ideas orally, in writing, and/or through the use of materials

Develops scientific vocabulary

Justifies ideas and solutions

Area: Scientific Thinking


Representational Domain—Language Development

Goal: Develop effective listening and speaking abilities

Po

ssib

le I

nd

ica

tor

s

Is attentive during story time and in other group settings

Expresses complete thoughts

Engages in discussions

Takes and offers turns in conversations


Considers audience

Organizes ideas in a logical sequence


Develops increasing proficiency in standard English

Goal: Develop as a reader

Po

ssib

le I

nd

ica

tor

s

Enjoys books and stories

Chooses to explore books

Exhibits book-handling skills


Recognizes environmental print and symbols

“Reads” simple books

Develops a sense of story

Sees self as a reader

Develops phonemic awareness

Develops personal reading vocabulary

Uses a variety of strategies to read

Expresses preferences for particular styles, authors, or subjects

Responds to literature in a variety of ways

Goal: Develop as a writer

Po

ssib

le I

nd

ica

tor

s

Experiments with writing tools and materials


Produces scribbles, symbols, and/or pictures with intent to convey meaning

Experiments with the function of writing

Progresses from scribbling to invented letters to conventional letters

Progresses from phonetic spelling toward conventional spelling



Produces different kinds of writing, including stories, letters, reports, journal entries

Explores and refines the use of punctuation, capitalization, and sentence structure

Goal: Use language to communicate in a variety of ways for different purposes and audiences

Po

ssib

le I

nd

ica

tor

s Experiments with various forms of oral and written expression to pretend or create

Shares stories, experiences, and/or information

Integrates language with a variety of symbolic activities to communicate ideas and/or feelings

Uses technology to communicate

(continued)


Representational Domain—Language Development (continued)

Goal: Gather and comprehend information from a variety of sources

Po

ssib

le I

nd

ica

tor

s Recognizes various types of communications

Extracts pertinent information from communications heard, read, and viewed

Uses one or more strategies and background knowledge to make sense of communication

Asks and answers questions for information and clarification

Applies information to new situations and tasks

Area: Language Development


Representational Domain—Symbolic Expression

Goal: Represent ideas and feelings through pretend play

Po

ssib

le I

nd

ica

tor

s


Develops play themes

Expresses preferences for particular play themes

Takes part in interactive play with others

Engages in progressively more complex play

Elaborates on make-believe situations through language or props

Goal: Represent ideas and feelings through movement

Po

ssib

le I

nd

ica

tor

s Develops a range of expressive movements

Expresses preferences for certain patterns of movement

Communicates through movement

Creates and extends patterns of movement

Goal: Represent ideas and feelings through music

Po

ssib

le I

nd

ica

tor

s

Responds to music

Expresses preferences for certain sounds or rhythms

Sings or makes music spontaneously

Assigns meaning to sound and/or rhythm

Modifies, extends, and elaborates songs or musical patterns

Creates new songs for personal purposes

Goal: Represent ideas and feelings through art and construction

Po

ssib

le I

nd

ica

tor

s


Expresses preferences for particular styles, elements, or subjects

Assigns meaning to own art and construction

Represents through a variety of media

Expands and elaborates art and construction

Interprets the art and construction of others

Goal: Recognize that symbolic expression has social, cultural, and historical contexts

Po

ssib

le I

nd

ica

tor

s Associates patterns of movement with context

Associates music with context

Associates patterns of art and construction with context

Associates pretend play with context

Area: Symbolic Expression


Physical Development Domain—Motor Skills

Goal: Develop motor skills for personally meaningful purposes

Po

ssib

le I

nd

ica

tor

s Engages in a variety of physical activities

Develops gross-motor skills with increasing purpose and coordination

Develops fine-motor skills with increasing purpose and coordination

Area: Motor Skills

Physical Development Domain—Health and Safety

Goal: Develop healthy living practices

Po

ssib

le I

nd

ica

tor

s

Engages in vigorous activity

Practices personal hygiene

Recognizes what constitutes a healthy diet

Recognizes the benefits of rest

Recognizes the importance of health care

Goal: Develop safe living practices

Po

ssib

le I

nd

ica

tors

Follows safety precautions

Recognizes personal limitations

Area: Health and Safety


Physical Development Domain—Movement and Brain Development

Goal: Develop socially through regular physical activity

Po

ssib

le I

nd

ica

tor

s

Engages in a variety of physical activities involving a social element

Goal: Develop cognitively through regular physical activity

Po

ssib

le I

nd

ica

tors

Engages in a variety of physical activity

Area: Movement and Brain Development


Motor Skills Movement and Brain Development

Family/Caregiver Comments:

Develop motor skills for personally meaningful purposes Develop socially through regular physical activity


Health and Safety Narrative Summary/Evaluation

Student Progress Report

Student: ____________________________

Age: _______________________________

Grade: _____________________________

School: _____________________________

Teacher: ____________________________

Date: ______________________________



Teacher Comments:


Social Development Mathematical Thinking Language Development








Analyze data



Develop as a reader

Develop as a writer



Personal Development Scientific Thinking Symbolic Development

Be inquisitive

Take initiative

Be confident

Be inventive

Be reflective









Documents

Classroom Observation Record - Project Constructprojectconstruct.org/AssessmentFormsFromFramework.pdf · Project Construct Copyright © 2013 Missouri Department of Elementary and