Method

Observation Kid watching- looking at children in a systematic way Anecdotal Record Gives a brief written description of student behavior at one time Running Record Focuses on a sequence of events that occurs over time Event sampling Focuses on a particular behavior during a particular event (e.g., behavior at lunchtime, behavior in a reading group) Time sampling Record particular events or behaviors at specific time intervals (e.g., five minutes, ten minutes) Rating scale Contains a list of descriptors for a set of behaviors Checklist A list of behaviors identifying children's skills and knowledge Work Sample Collection of children's work that demonstrates what they know and are able to do Portfolio Collection of children's work samples and other products Interview Engaging children in discussion through questions

Purpose
Enables teachers to identify children's behaviors, document performance, and make decisions Provides insight into a particular behavior and a basis for planning a specific teaching strategy Helps obtain a more detailed insight into behavior over a period of time

Guidelines
Plan for observation and be clear about the purposes of the observation.

Record only what is observed or heard; should deal with the facts and should include the setting (e.g., where the behavior occurs) and what was said and done. Maintain objectivity and try to include as much detail as possible.

Helps identify behaviors during a particular event over time

Identify a target behavior to be observed during particular times (e.g., fighting during transition activities).

Helps identify when a particular child demonstrates a particular behavior; helps answer the question, "Does the child do something all the time or just at certain times and events?" Enables teachers to record data when they are observed

Observe only during the time period specified.

Make sure that key descriptor and the rating scale are appropriate for what is being observed. Make sure that the checklist includes behaviors that are important for the program and for learning (e.g., counts from 1 to 10, hops on one foot). Make sure that the work sample demonstrates what children know and are able to do. Let children help select the items they want to use as examples of their learning. Make sure the portfolio is not a dumpster but a thoughtful collection of materials that documents learning over time. Ask questions at all levels of Bloom's taxonomy in order to gain insight into children's learning

Enables teachers to observe and easily check off what children know and are able to do

Provides a concrete example of learning; can show growth and achievement over time

Provides documentation of a child's achievement in specific areas over time; can include test scores, writing work samples, videotapes, etc. Allows children to explain behavior, work samples, or particular answers

http://www.education.com/reference/article/informal-methods-assessment/

Excerpt from Fundamentals of Early Childhood Education, by G. R. Morrison, 2008 edition, p. 152.