Methods for Observing and Recording the Literacy Development of the Child

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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

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Observational Instruments

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

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Observational Instruments for Classroom Use

• Running Records
• Anecdotal Records
• Checklists
• Rating Scales

• ABC Narrative Event Sampling
• Tally Event Sampling
• Time Sampling

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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

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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.

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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

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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
  childs development through selected
  observations
• To provide a clear, true-life account of
  behaviors and processes of the childs
  development
• To plan instruction.

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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.

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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 individuals 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 observers biases
• Observer may miss important milestones in
  individuals growth
• Cumbersome at first

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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

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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.

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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

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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)

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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

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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.

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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

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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

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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

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Recording ABC Narrative Event Sampling

• Use a sample, or subset, of childs 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.

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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

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Pros and Cons of ABC Narrative Event Sampling
(continued)

• Cons
• Time intensive
• Requires expertise and highly refined
  observation skills
• Objectivity can be compromised

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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

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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.

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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

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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

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Using Time Sampling

• Similar to Tally Event Sampling because it is
  used to study one childs or more than one
  childs behaviors or teachers 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)

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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

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Taking Time Samples

• Predetermine units of time (time sample) to guide
  observers 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.

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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

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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.