Observational Assessment

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Why it works

Much of what students understand and can do shows up in how they work, talk, play, and solve problems, not just on tests, and this is especially true for young children and for skills hard to capture on paper. Observational assessment, systematically watching and recording what students do (anecdotal notes, kidwatching), provides rich, authentic evidence of learning. The key is to make it systematic and purposeful (knowing what to look for, recording it manageably) rather than relying on fleeting impressions.

The research: Research on observational and anecdotal assessment; kidwatching.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: observe and record learning systematically

Teachers leave with a focus and a manageable way to capture observational evidence.

Identify learning better captured by observation than a test (process, skills, early learning).
Decide what to look for.
Plan to observe purposefully during work and play.
Plan a manageable way to record it (brief anecdotal notes, checklists).

Watch, and make it systematicMuch learning shows up in how students work, talk, and play, not on tests. Observe purposefully, know what to look for, and record it manageably.

Facilitator notes

Observe process and skills, and know what to look for.
Record manageably.
Make it systematic, not just impression.

Impressions are not assessmentVague impressions of how students are doing are not reliable evidence. Observe purposefully, with a clear focus, and record it, to make observation real assessment.

Adapt it

Elementary: kidwatching, anecdotal notes, play and work.
Secondary: observing process, skills, discussion.
All settings: systematic, purposeful, recorded.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Observational Assessment: systematic kidwatching

Evidence tests miss: observe process and skills purposefully, with a clear focus, recorded manageably.

The learning better captured by observation:
What I will look for:
How I observe purposefully during work and play:
My manageable way to record it:
Where I have relied on impression instead:

Make it stick

Systematic observation:

Observe systematically.
Record manageably.
Bring observational evidence that informed teaching to the next PLC.

Common questions

Isn't a test more objective than watching students?

Tests capture some things; observation captures others, especially process, skills, and understanding that do not show on paper. Both are valuable; observation is essential, especially in early grades.

How do I make observation systematic?

Know what you are looking for, observe purposefully during work and play, and record briefly and manageably (anecdotal notes, checklists). Systematic observation beats relying on memory and impression.

When is observation most valuable?

For young children, for process and skills, and for understanding that is hard to capture on a written test. It reveals learning tests miss.