Recording Techniques

Ways of Documenting Observations

Anecdotal Records

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

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

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

Anecdotal Record Format - Example

Anecdotal Record

Student’s Name: Teacher:Date: Time:

Activity  

Observations       

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. 

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!

Checklists

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

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

 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

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

     

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.

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

Rating Scales

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)

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

  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

Rubrics

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.

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.

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

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.