and Recording
Observation-based assessment, when done well, provides the richest store of information on children. To carry out observation-based assessment, the teacher must have a measure of detachment and objectivity and a systematic approach. Hills (1992) describes the process of observation-based assessment:
"Systematic planning for observation helps teachers to become observant and use what they learn. Systematic planning for observation-based assessment involves a series of steps: (1) establish purpose and focus; (2) observe and record; (3) compile what was recorded, both for individual children and for the group; and (4) reflect on the records, and refocus teaching and learning activities." (p. 50)
Methods for observing and recording include narratives, time sampling, event sampling, and modified child study techniques.
The Primary Program: Growing and Learning in the Heartland (Nebraska Department of Education & Iowa Department of Education, 1993, pp. 25-27) offers clear and practical guidance for observing young children, documenting observations, and maintaining records.
