ECEC 1100 CH.12

Anicdotal record

A documentation method that briefly describes an activity, a snatch of conversa- tion, a chant, and so on. Anecdotal records can be based on reflection or written on the spot.

Time Sample

A documentation technique that involves collecting samples of targeted behaviors of small groups of children within a specific time frame as a way to learn about individual and group patterns.

Mapping

A method of documenting how a specific child functions in the early childhood environ- ment. Using a map of a room or area, the recorder plots the path of the child and records such activities as interactions with other children or with adults. Start and end points are notated as well as the duration of the observation. Mappings can also be used to assess the use and effectiveness of the environment itself.

Enviormental checklist

A method of documenting the setup and/or use of the environment in an early childhood program. An environ- mental checklist can be used to assess a specific child's use of the environment, or it can be used to assess the effectiveness of the setup itself.

Authentic Assessment

A method of assessing children according to what they know, can do and are interested in, which can then be applied to ongoing curriculum planning. Authentic assessmentavoids comparing children to a norm or grading them. It also avoids standardized testing, which measures isolated skills and bits of knowledge out of context.

Program 1 Diagnosis and pereception

Let's compare two programs that have very different assessment approaches. Program 1 uses a standardized developmental checklist, which is administered every six months. If the staff members have seen a child demonstrate a specific skill on the checklist during the natural course of the program, they give the child credit for "passing" the item. If, however, they haven't observed the particular skill, they informally "test" the child. They set aside a week for the testing procedure so they can be clear about what exactly each child can and cannot do. The idea is to understand where the children are in their development and to pinpoint areas of weakness. They then address those weaknesses by creating activities and exercises for individuals and for the group throughout the year. Twelve months later, they reassess to see how far each child has come. They also note which children fall below the norm in particular skills and report both progress and areas that need improvement to the respective parents at a developmental-assessment conference. This method is based on the same diagnostic-and-prescriptive method that a medical doctor uses to determine what's wrong with a patient and what treatment is needed. See the Points of View box for a parent's view of how this assessment approach works.

Program 2 continual assessment

Program 2 has a different approach to and purpose for assessment. They use variety of methods on an ongoing basis throughout the year, including a lot of observation and documentation. They regard what they do in the name of as- aessment as part ofthe teaching—learning process, not something separate. They don't use their assessments to "grade," categorize, or compare the children to each other or to a norm. They never talk about "pass" or "fail." The point of their assessment approach is to find out more about each individual child and the group, as well as document process and progress. They are more likely to get a true picture than the program 1 because the assessment is ongoing •rather than periodic. They seek to understand the child in a natural context, not IOW well he or she performs in a test situation. They use what they learn to pick on individual and group interests and plan an emergent curriculum that responds to interests and needs. Teachers also do a lot of self-reflection as they assess their own effectiveness and that of the program.

running record

While anecdotal records are mostly reflections or brief notes of something worth capturing on paper, a running record observation is a lengthy detailed description of what is happening while it is happening. The goal of running records is to capture all the behavior as it occurs

Portfolios

are collections of samples of the children's work; they document both process and product. Portfolios can be used as ongoing assessment devices, as well as a way to document the child's best work, serving as an ending record of what the child accomplished.

Developmental Checklists

can be useful ways of looking at progress as long as they aren't used as "report cards." Although an experienced professional with a good developmental background can informally assess children with- out a checklist, most early childhood educators have difficulty keeping track of specifics without some kind of structure. A checklist provides that structure. Checklists are usually divided into "domains" of development—for example, "physical" or "psychomotor," "cognitive, "social-emotional." Sometimes "language" is a separate category, or it may be included under "cognitive. "

event sampling/incident reports

narrate a particular type of repeated occurrence from beginning to finish. For example, you might ob- serve aggressive incidents involving the group or a particular child. Observe and record everything that happens before, during, and after each incident; by doing so, you may be able to see patterns that suggest why the incidents occur.