Methods Of Observation And Formative Assessments Are Used By

Methods of Observation Formative assessments are used by teachers throughout the school year to collect performance data on students for a variety of reasons. There are many different ways to perform these formative assessments. Observing young students at play is one such assessment that can yield a wealth of information. Part 1: Graphic Organizer After researching different types of observation methods, complete the “Methods of Observation Graphic Organizer†by describing the methods and the environment in which they are used. You may use a variety of resources for your information (research articles, teacher or school websites, etc.).

This assignment involves two main components focused on observation methods in early childhood education, specifically for children from birth to age five. The first part requires a research-based exploration of different observation techniques, their descriptions, and suitable environments, supported by scholarly sources. The second part centers on selecting an appropriate observation method to assess a preschool child's gross motor development during free play, complemented by reflection on the importance of ongoing assessments for monitoring progress and instructional effectiveness.

Part 1: Graphic Organizer

In the first segment, you are tasked with researching various observation strategies used within early childhood education. These include methods such as anecdotal records, running records, checklists, rating scales, event sampling, and time sampling. Each method has unique characteristics and environments where they are most effective. For example, anecdotal records involve narrative descriptions of a child's behavior over time, typically used in naturalistic settings to gather detailed qualitative data. Running records are sequential accounts of specific behaviors and are often used during free play to monitor ongoing activities. Checklists and rating scales provide more structured, quantifiable data and are useful in assessing particular skills or behaviors across multiple children or settings. Event sampling and time sampling are observational tools suited for capturing specific behaviors during select times or events, offering snapshots of behavior within a larger context.

Support your descriptions with at least five scholarly references. These sources should include peer-reviewed journal articles, scholarly books, or reputable educational websites recognized for their research-based content. Proper APA citations are essential to establish credibility and facilitate further investigation into observation methods.

Part 2: Scenario and Reflection

The second component involves applying theoretical knowledge to a practical scenario. You are to observe a preschool student, Jamie, during free play to determine if he needs support to improve gross motor skills. The question asks you to choose the most effective observation method among anecdotal records, running records, checklists, rating scales, event sampling, or time sampling. Your response should include a brief reflection on the chosen method’s suitability for assessing Jamie’s gross motor development. Explain why this method is appropriate, considering its strengths and how it allows for detailed observation and documentation of gross motor behaviors such as running, jumping, or climbing.

Furthermore, emphasize the significance of ongoing formative assessments involving children, families, and the learning environment. Regular evaluations inform instructional decisions, facilitate early identification of developmental delays or strengths, and foster collaboration among educators and families to support each child's growth effectively. Continuous assessment practices ensure that instruction remains responsive and tailored to individual needs, ultimately promoting optimal developmental outcomes for young children.

References

• Bagnato, S. J., & Neisworth, J. T. (2018). Assessment in early childhood education. Pearson.
• Gronlund, G. (2012). Observing and recording children's behavior. In E. R. Kagan & S. M. Kauerz (Eds.), Early childhood assessment: Why, what, and how (pp. 89-105). Teachers College Press.
• McAfee, O., & Leong, D. J. (2019). Assessing and guiding young children's development and learning (7th ed.). Pearson.
• Noonan, M. J., & Willie, H. (2014). Observational methods for early childhood assessment. Early Childhood Research & Practice, 16(1), 1-12. https://ecrp.peabody.vanderbilt.edu
• Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2010). Assessing young children's development and learning. Routledge.