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Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2015. Pearson, Inc., and/or its affiliates. All rights reserved. 1
Everything You Need to Know About
Observational Assessment
Gloria Maccow, Ph.D.
Assessment Training Consultant
pearsonclinical.com/childhood
2 | Copyright © 2015. All rights reserved.
Agenda
• Describe how to use observation skills in the
natural environment of young children to
determine what each child knows and can do.
• Describe what we can learn about children by
carefully watching them, listening to them, and
studying their work.
• Describe how to document factual observations,
and how to interpret the documented evidence to
make instructional decisions.
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Observation and Assessment
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Watch What I Can Do!
I try different ways to make a necklace with beads.
I read stories. I count blocks and write the number I have.
I use a magnifying glass to investigate.
I am the line leader.
I can draw and paint.
I write a story.
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Observation is Watching
• Observation is watching or regarding with purpose in
order to see or learn something.
• Observation allows teachers to learn about children by
carefully watching them, listening to them, and studying
their work.
• Authentic assessment is focused on collecting
observations in the child’s natural environment.
Dichtelmiller, M. L., Jablon, J. R., Marsden, D. B., & Meisels, S. J. (2013).
The Work Sampling System Teacher’s Manual. Bloomington, MN: Pearson.
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In authentic assessment, teachers . . .
and evaluate
children’s skills,
knowledge, and
behaviors
use actual
classroom
experiences,
activities, and
products
Authentic Performance Assessment
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Assessing Children’s Performance
On-Demand
Assessment
Curriculum-
Embedded
or Authentic
Assessment
Using Observation Skills
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Create an Observation Plan
What
Who
When
Where
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• What teachers observe depends on
what they want to know about the
children in their classroom.
• The teacher observes skills,
knowledge, and behavior to determine
if children are performing according to
expectations (age-level; grade-level).
• Observation is used on an ongoing
basis as part of an
assessment cycle.
Determining What to Observe
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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A Plan for Observation
Ms. T. Pre-K
IIC4
IIA1
IIB3
IIC3
What to Observe
What do my students know about books and reading?
Are they
gaining
meaning by
listening?
Are they using
expanded
vocabulary and
language for a
variety of
purposes?
Are they
showing
appreciation
for and
understanding
of books?
Are they
recounting key
ideas and
detains from
text?
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A Plan for Observation
Ms. T. Pre-K
IIC4
IIA1
IIB3
IIC3
Who to Observe
Monday
4 children
Tuesday
4 children
Wednesday
4 children
Thursday
4 children
Friday
4 children
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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A Plan for Observation
Ms. T. Pre-K
IIC4
IIA1
IIB3
IIC3
When and Where to Observe
Whole Group Small Group Individual Child
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When To Observe
AM Class
8:00 Arrival
8:10 I Can Read!
9:00 Word Wall
9:30 Bathroom Break
9:50 Snack Time
10:00 I Can Write!
10:30 I Can Count!
11:00 Outdoor Activities
11:15 Centers
11:30 Dismissal
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Where to Observe
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Where to Observe
Block
Center
Math
Center
Easel
Area
Home
Cafeteria
School
Bus
Art Area Playground
Language
Center Bathroom
Classroom
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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What Can We Learn
From Observation
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Observation Can Tell Us . . .
How children
interact with peers
How children
solve problems
How children use
body language
How children run,
jump & move
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Lamayia – Grade 1
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Lamayia: Documentation
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Documenting Observations
and Interpreting the Evidence
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Ms. T.’s Pre-K Class
What does the evidence tell us about
what the children in Ms. T.’s class know
about books and reading?
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Code: = yes x = no
Date(s) of Observation
Weeks of
9/10 and
9/17
Gives accurate response to simple
comprehension questions (who,
what, when, where)
Draws picture and gives
information related to the story Acts out a character or
event from a story
Ahmed
Anna
Curtis
Da’Quan x x
Derek Sometimes Abs, never did this ?Giggled; did not act out
Elsie
Jacob x
Jashana
Kenny x
Kofi x
LaToya x
Magdalie x x
Maria x
Mina
Sasha Beginning to x x
Notes:
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More About Mina
Mina
5/14 Library Corner
M: Prince Cinders (name of book)
M: I read it lots of times. (She points to each word left to right and begins
reading).
T: What is happening? (Points to picture).
M: He turned into a big hairy monkey.
T: (Notes her expressiveness when reading).
M: (Attempted 3 times to read a difficult word on the last page.
T: What did they have to do and why? What was your favorite part of the
book?
M: (Flips back through book and finds page). The fairy godmother turned
the prince into a big hairy monkey.
T: Is that a good lesson?
M: Yeah
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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More About Mina
Documentation
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Fact and Interpretation
Do
cu
me
ntin
g
Du
rin
g t
he
Ac
tio
n
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Brief Note
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Anecdotal Note
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Rating Scale
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Tally
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Matrix
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Photo with Running Record
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Interpreting the Evidence
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Interpretation
• Review collected evidence.
• Compare child’s performance to age-
or grade-level expectations.
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
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Lamayia: Documentation
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Use Lamayia: Documentation
Did Lamayia present knowledge and ideas consistent
with grade expectations?
• First graders can present their feelings, ideas,
and opinions coherently and add drawings or
other visual displays to enhance the description.
• They are beginning to recognize the need to
provide background information to strengthen
their point of view and to help others understand
their meaning.
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2015. Pearson, Inc., and/or its affiliates. All rights reserved. 20
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Use Lamayia: Documentation
Did Lamayia use writing and drawing tools with
increasing control consistent with grade-
expectations?
• In first grade, children’s increased strength and
coordination allow them to use writing, drawing,
and art tools with greater ease and control.
• At this age, children often can visualize the
product they want to create and get frustrated
when their actual product doesn’t match the
image.
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Using Evidence to Monitor Progress
FALL WINTER SPRING
Observational Assessment Gloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2015. Pearson, Inc., and/or its affiliates. All rights reserved. 21
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Resources
Dichtelmiller, M. L., Jablon, J. R., Marsden, D. B., &
Meisels, S. J. (2014). The Work Sampling System.
Bloomington, MN: Pearson.
Comments and Questions gloria.maccow@pearson.com
Customer Service 1-800-627-7271 (USA)
1-866-335-8418 (Canada)
pearsonclinical.com/childhood
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