Methods for Observing and Recording the Literacy Development of the Child

1. Methods for Observing and Recording the Literacy Development of the Child • EDR509 Assessment of Reading and Writing Skills and Strategies • Prepared by • Dr. Aline Bobys and Dr. Peggy Snowden • Spring 2005

2. Observational Instruments • Definition: • Observational Instruments are devices used to collect data, information, and evidence.

3. Running Records Anecdotal Records Checklists Rating Scales ABC Narrative Event Sampling Tally Event Sampling Time Sampling Observational Instruments for Classroom Use

4. Using Running Records • Also called Specimen Records or Descriptive Narratives Goals: • To gather qualitative information as the child reads authentic text • To provide a rich account of a naturally occurring behavior, such as reading a story aloud. • To support instructional planning

5. Taking a Running Record • The observer factually records, with specific markings, what the child says and does during an oral reading; • During the recording, the observer does not interpret any specific information; • After recording the event, such as reading a story, the observer then writes a conclusion summarizing the behavior or activity observed; • The observer uses the information to plan instruction.

6. Pros and Cons Running Records • Pros • Collection of detailed, descriptive narrative data concerning literacy development • Used to plan instruction • Can be used throughout the year Cons • Setting • Scheduling • Great deal of expertise and objectivity required

7. Using Anecdotal Records • A short, concise, nonjudgmental written record of one directly observed incident • Goals: • To record an event because it has been identified as developmentally significant and valuable; • To gather information, generally qualitative, to document significant and on-going evidence of the child’s development through selected observations; • To provide a clear, true-life account of behaviors and processes of the child’s development; • To plan instruction.

8. Taking Anecdotal Records • Record an event by making a quick memo; • Use key words that are transcribed later; • Use the “journalistic approach” and record the factual account of the who, what, when, where, why, and which; • After recording the event, write a conclusion which briefly summarizes the activity or behavior observed; • The observer uses the information to plan instruction or take further action.

9. Pros and Cons of Anecdotal Records • Pros • Ease of use • Provides a rich source of documentation for charting developmental growth, such as language and literacy development • Focus is on individual’s learning processes within the social context and classroom culture; • Useful for curriculum and instructional planning, designing environments, writing summaries for portfolios, and to use during parent conferences Cons • Subject to observer’s biases • Observer may miss important milestones in individual’s growth • Cumbersome at first

10. Using Checklists • An inventory of behaviors, skills, or characteristics that the observer marks or checks if they are present • Goals: • To assess current characteristics of the child, teacher, curriculum, or environment • To track changes over time

11. Marking Checklists • Investigate easily observed behaviors or skills that happen within authentic contexts and which occur in a single or during several observation periods; • Fill out the checklist during or after the observation; • Be familiar with each item on the checklist and what earns a check; • Assess and use the information to plan instruction.

12. Pros and Cons of Checklists • Pros • Efficient and convenient • Simple and time-efficient • Focuses on specific behaviors, skills, or characteristics • Variety of subjects can be assessed Cons • Can be limiting if checklist indicates only presence or absence • Prone to “halo effect” • Useful for instructional planning only in combination with other methods • Does not indicate the conditions that surround the observation • Behaviors are isolated and evaluated out of context

13. Using Rating Scales • An instrument used to assess the quality of a particular trait, characteristic, or attribute based on pre-determined criteria or scale • Two types: • Numerical Rating Scale (quality rated using assigned sequential number values) • Graphic Rating Scale (quality rated using descriptors on a continuum; e.g., Never, Sometimes, Frequently, Always)

14. Using Rating Scales(continued) • Goals: • Used to assess children, teachers, environments, or programs • Can be used to assess once or on repeated occasions • Allows the observer to measure the degree or frequency of behavior • Can assess multiple characteristics within a given area or in multiple areas

15. Marking Rating Scales • Make an evaluation of the listed characteristics by assigning a value to each along a continuum; • Estimate the frequency of occurrence or degree of intensity for the items on the scale based on direct observations or past documented observations; • Mark the best choice for either the numeric values or the descriptors indicated; • Tally results.

16. Pros and Cons of Rating Scales • Pros • Requires little time to complete • Simple to implement and easy to mark • Can compile large amounts of information • Can be used to look for patterns and compared with information from other devices • Can be used to plan follow-up observations and classroom experiences • Can be summarized for parent conferences

17. Pros and Cons of Rating Scales (continued) • Cons • Subject to error of central tendency if odd number of descriptors are used • Descriptors must be very clear and precise in order to avoid subjectivity of ratings • Prone to observer bias because ratings can be based on impressions • Do not indicate conditions that surround the observation • Behaviors are isolated because they are evaluated out of context

18. Using ABC Narrative Event Sampling • Investigates what precedes (antecedents) and what follows (consequences) a behavior or behavioral event • Goals: • To efficiently collect numerous events during which targeted behavior is displayed • To uncover the contextual causes and effects of targeted behaviors when representative samples are collected

19. Recording ABC Narrative Event Sampling • Use a sample, or subset, of child’s behavior; • Record the behavior only when particular events or behaviors occur; • Record the time, antecedent event, behavior, and consequences on a recording sheet with headings; • Summarize samples, analyze patterns, and formulate hypotheses.

20. Pros and Cons of ABC Narrative Event Sampling • Pros • Behaviors are examined in context of antecedents and consequences • Relevant features surrounding an event are explored and understood • Uses event sampling, in which events are recorded in everyday contexts • Can be referred to throughout the year • Heightens awareness of individual child and promotes responding with individualized strategies

21. Pros and Cons of ABC Narrative Event Sampling (continued) • Cons • Time intensive • Requires expertise and highly refined observation skills • Objectivity can be compromised

22. Using Tally Event Sampling • Also called Frequency Counts or Frequency Event Sampling; is similar to the ABC Narrative Event Sampling method because it uses sampling and observation of specified events, identified behaviors, or specific situations • Goals: • To determine how often a specified event or behavior occurs • To yield quantitative data based on numerical counts • To analyze classroom situations and the effectiveness of teaching strategies, activities and materials

23. Taking Tally Event Samples • Identify an event or behavior to observe; • Record a tally or tick every time a particular, observable (overt, apparent) event or behavior occurs; • Show frequency or infrequency of event or behavior; • Use to plan instruction and monitor development.

24. Pros and Cons of Tally Event Sampling • Pros • Efficient and simple to implement and analyze • Tally marks are easily collected • Time saving, because instruction can continue until target event occurs • Relevant features surrounding an event are explored and understood • Events are recorded in everyday contexts • Can be referred to throughout the year • Heightens awareness of the individual child • Promotes responding with individualized strategies

25. Pros and Cons of Tally Event Sampling (continued) • Cons • Recording frequencies takes behavior out of context • No indication of what preceded or follows event • Does not identify cause of behavior

26. Using Time Sampling • Similar to Tally Event Sampling because it is used to study one child’s or more than one child’s behaviors or teacher’s behaviors; however, it is used to observe behaviors that occur too frequently for efficient tally event sampling • Two types of samples: • Concurrent time-sampling • (single time unit stipulates how long the observer observes and records before moving on; observation and coding are done at the same time) • Delayed time-sampling • (uses two separate time units, one for observation period and one for coding period)

27. Using Time Sampling (continued) • Goals: • To collect information in clear sets of defined categories • To methodically investigate behaviors that occur in rapid succession • To analyze a classroom situation and revise teaching strategies, activities, and materials • To monitor developmental changes and effectiveness of teaching strategies

28. Taking Time Samples • Predetermine units of time (time sample) to guide observer’s attention throughout the observational period; • Use an easy-to-use recording grid to collect information; • Methodically investigate behaviors that occur in rapid succession; • Show frequency or infrequency of a specific event occurring during a specific time period or duration of time.

29. Pros and Cons of Time Sampling • Pros • Systematic and efficient • Adaptable for use in various settings for various subjects • Large number of observations can be collected • Observer can be unobtrusive and limit interference with flow of events Cons • Recording of frequencies takes behavior out of context • No indication of quality of events • Easy to overestimate frequencies of behavior and to inaccurately record durations

30. Sources • Compiled from various sources, notably: • Nicolson, S., & Shipstead, S. G. (2002). Through the looking glass: Observations in the early childhood classroom. (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.