Reflective Analysis of Portfolio Artifact Rationale/Reflection

NAEYC Standard: STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

Brief Description of Evidence:

During the summer semester of 2012, I conducted a series of observations at a licensed daycare with children ages 3 to 5 years old. During this time I recorded two brief reports of two students individual behaviors from a factual point of view, which were the anecdotal records. Next I wrote a detailed narrative of two different behaviors from an objective point of view, which were the running records. In the end, I had a unique collection of 4 childrens behaviors during a time of unstructured play.

Analysis of What I Learned:

After completing these observations, I was able to reflect on my experiences performing anecdotal and running records. As I reviewed my work, I was able to compare my observations and fully understand the specific goals, benefits, and uses of assessment. The anecdotal records were beneficial when examining a particular behavior and providing an opportunity to plan and adapt teaching strategies. The running records were beneficial in assessing more abstract behaviors over a period of time. This assignment provided me with the skills and confidence to choose the appropriate form of assessment in the classroom.

How This Artifact Demonstrates my Competence on the NAEYC Standard:

Performing running and anecdotal observations in a pre-school setting was beneficial in helping me understand the different goals, benefits, and uses of assessment. From observing and recording childrens behaviors, comparing two different methods of authentic assessment, and analyzing my data I was able to develop the skills stated in Standard 3. My running and anecdotal records from my time observing pre-school students proves that I am knowledgeable of at least two different types of assessment and that I am capable of applying them in a realworld setting. I am capable of using assessments to understand what is developmentally appropriate, to make lessons more engaging, and to provide parents and educators invaluable information about how children learn and develop.