ECED 7102 Unit 2 Overview and Basic Information
Collecting and Recording Information
What do I read?
In this section of your course you will learn some important things about collecting and recording
information. This is VITAL to good assessment. First we will work on developing your observation skills.
Reading: PP Chapter 7 The Task of Observation and Chapter 8 How Skilled Observation Assists
Evaluation.
Observation is a skill that takes practice. On page 69 of your PP text the reading begins to talk about
Issues in Observation. Please read and think about these carefully. Sloppy observation can ruin a child’s
future. One problem with ECE is the use of Checklists for assessment tools when teachers do not have
the training to understand actions of children. This is extremely problematic in academic areas like
mathematics and science because many ECE professionals are weak in these content areas. Purposeful
Activity is very different from random acts. To avoid making decisions in error it is important for you to
assess skills multiple times and in different forms to determine if the child really has understood or can
perform a task.
Multi-tasking is an understatement when it comes to your role in the classroom. You will be expected to
perform at a high level here if you are to become a good assessor. This skill can be built and improved in
most teachers if you are aware of child development, academic development, and behavior issues.
Before you even consider testing a child you MUST be familiar with the testing protocol, the assessment
objectives, and anticipate student responses.
Bias is another BIG ISSUE in assessment. We have talked a little about this but this topic is so important
to assessment that you can never stop thinking about it. One example comes from cultural norms. In
Memphis and other areas of the country there is some emphasis placed on eye contact when
communicating. You will hear things like “ and I looked them straight in the eye and said…….” Which
indicates this culture places some value on this interaction. Other cultures would be horrified to look
into someone’s eyes when talking because it shows a sign of disrespect.
When you are making your observations you have to separate your personal opinion from the child’s
actions. DO NOT JUDGE on your opinion. AN example might be “The child is mad and can’t control his
behavior.” which is subjective. If you do not have examples of the child’s actions you are not making
good decisions. A better example of this might be:
Carlos came into the classroom and knocked a chair out of his way, picked up a crayon and broke it, hit
Susie and started to scream “You don’t know anything. You are a stupid girl.” When I asked Carlos to
remember our rule about how we treat other children he threw himself on the floor and started kicking
the floor. He was crying and did not respond to my questions.
Again this is one incident which means nothing without clear documentation of multiple events to
determine if Carlos can or cannot control behavior. When you prepare your child study any subjective
statements or observation checklists without good narrative documentation will be counted off.
Checklists without understanding are useless tools. I will need to see you understand each category in
any checklist you use for your child study.
On page 71 you will read about some things you can do to improve your observation skills. I suggest you
plan to work on this.
