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collecting pieces of children's artwork

tangible pieces of evidence that show acheivement

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gathering info in spontaneous style

write down everything you see and hear

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systematically recording presence or absence of certain behaviors, skills or actions using a list

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identifies triggers and frequency

tally mark when behavior is noted within certain timeframe

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most frequently used

case notes, jotting down,

everyday things that catch our eye

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written record in a story format

highlights key moments in child's day

focuses on strengths

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anytime throughout day

when you need detailed account of a child's behavior during an activity or event

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can be child or area- focused

only record what you see

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This is a narrative type because you record whenever you can or want

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detailed data about who, what, when, and where

descriptive evidence

more free flowing

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can be time consuming

not practical for teachers in ratio

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identifying patterns of behaviors in settings

when a certain behavior happens

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count tally marks after collecting data from that time

ask questions like

what can you interpret?

are there any patterns?

where is there a low number of tally marks?

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Structured because the data collection process is systematic and quantitative

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no training need

quick and easy

provides immediate quantifiable data

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no clear sequence of events regarding specific behavior

doesnt provide qualitative evidence

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when monitoring whether learnings are using specific skills and provide feedback

to track developmental progress

when evaluating classroom settings

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you can use your own checklist or download one

use it regularly

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It is structured because you have an outline you use to track your findings

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ideal for tracking progress overtime

different observers can check off skills they see

quick and easy

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don't provide rich detail or context

no clear sequence

no regard for environment, family or culture

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to document child's specific approaches to tasks

when you want to communicate with families of their growth and where they might need more support

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focus on objectives and specific behaviors

include quotes rather than interpretations

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This is a narrative type because you can jot down something you see whenever it happens

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provides detail about who, what, when, where and how

evidence is documented in sequence

objective and descriptive evidence

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data can be tainted if not written in the moment

may not always report typical pattern of behavior

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throughout the school year

variety of samples that reflect each developmental area

physical, cognitive, language, social emotional and more

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organize it in a binder or digital document

share it with the family for positive insight

hang some on the walls on your classroom for positive reinforcement

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They can be either depending on the type of activity. Structured would be samples from worksheets and prompts. Narrative would be drawings or stories written by the students

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visible evidence that teachers can use to track growth

children and parents enjoy seeing them

use the samples to adjust curriculum

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can be time consuming

requires lots of storage space

requires financial investment of camera, binders, or recorder

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as you watch and listen to child at play or doing an activity

planned or spontaneous

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ask yourself

how long does the child stay engaged in an activity?

does the child have a goal in mind?

does the child interact or connect with others?

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Structured because you need to include certain aspects like a title, photos, what it means and more

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provide insight into best ways to plan curriculum

capture moments of their daily life

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can be time consuming

difficult to remain objective

does not provide quantitative data