QUESTION 2 HBEC1103

References

B. (2023, May 8). Formal vs Informal Assessment: Tools to Monitor a Child’s Progress.
https://mybrightwheel.com/blog/formal-vs-informal-assessment

Bentzen, W. (2009). Seeing young children: A guide to observing and recording behavior, 6th ed.
Clifton Park, NY: Delmar

Coleman, M. R., West, T., & Gillis, M. (2010). Early learning observation & rating scale:
Parent-individual child form. New York, NY: National Center for Learning Disabilities.
Department of Early Education and Care. (n.d.). Mass.gov.
https://www.mass.gov/orgs/department-of-early-education-and-care

Early Childhood Assessment: Resources for Early Learning. (n.d.). Resources for Early
Learning. http://resourcesforearlylearning.org/fm/early-childhood-assessment/

ECLKC. Collecting and Using Anecdotal Records . (2023, September 26). ECLKC.
https://eclkc.ohs.acf.hhs.gov/video/collecting-using-anecdotal-records

Gorski, D. (n.d.). Early Learning Observation Rating Scale.

https://www.getreadytoread.org/screening-tools/early-learning-observation-rating-scale

L. (2021, January 4). 3.4: A Closer Look at Observation Methods, Tools and Techniques.
Social Sci LibreTexts.
https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/
Observation_and_Assessment_in_Early_Childhood_Education_(Peterson_and_Elam)/
03%3A_Using_Observation_Methods_Tools_and_Techniques_to_Gather_Evidence/
3.04%3A_A_Closer_Look_at_Observation_Methods_Tools_and_Techniques

Peterson, G. (2022, August 1). Assessing Children’s Development. Pressbooks.

https://pressbooks.nscc.ca/ece-observation/chapter/assessing-childrens-development/#footnote-
149-1

Ramasamy, K. (2023). https://jag.journalagent.com/cpr/pdfs/CPR_45_5_524_527.pdf.

Journal of Clinical Practice and Research, 524–527.

Using Anecdotal Records in the Classroom. (n.d.).

https://k12teacherstaffdevelopment.com/tlb/using-anecdotal-records-in-the-classroom/
Introduction
Observational instruments are essential for assessing children's development. Early
childhood educators must possess the knowledge and skills to use a variety of observational
tools to evaluate the cognitive, affective, and psychomotor domains of the children. For
educators and programs to organize, implement, and assess the success of the experiences
they offer children, they must first observe, document, and assess each child's learning and
development. Formal and informal measures are included in assessment to track children's
development toward the objectives of a program. Formal and informal assessments are
equally valuable in early childhood education settings, but they serve different purposes and
have distinct scopes, grading schemes, levels of flexibility, and score comparisons. As for
formal assessment, standardized tests are typically used. Formal assessments are used to
measure a child's knowledge according to established criteria and standards. It is used to
determine how well a child performed overall in terms of knowledge, comprehension, and
application at the end of a learning experience. Achievement test namely Sijil Pelajaran
Malaysia (SPM) that we have in Malaysia, diagnostic test, readiness test, intelligence test
and developmental screening test are some of the categories of formal test. On the
contrary, informal assessments are meant to provide prompt input regarding the knowledge
that a child has already acquired. Their purpose is to monitor progress and identify
challenges. It is also possible to view the preparation of students for formal assessments as
one of the purposes of informal assessments. Informal assessments offer educators greater
flexibility to adjust their lessons according to the specific needs of each student or feedback
on their performance. This include in work samples, portfolios, observations, and checklists.
Moreover, a teacher observing and recording a child's knowledge, skills, and behavior
during regular activities and routines is known as authentic assessment. Compared to
traditional assessment methods, it offers a more thorough and accurate picture of a child's
learning and development. Some examples of method used for authentic assessment
namely anecdotal records, running records and rating scales. With authentic assessment,
teachers are able to assess a child's learning in a way that is more realistic and descriptive
because it happens gradually and in familiar environments.

Anecdotal records can be defined as a short written notes or records that capture a moment
in time and describe what a child says or does during routines and activities in the classroom
or the school environment. Anecdotal records are one of the tool preschool teachers can
use to gather data regarding the development of students and learning experience. The
form of the past tense is applied when writing anecdotal records. When a child starts an
experience, observation begins, and it ends when the child stops participating in the
experience. It is a useful method to record events or actions based on the child’s strengths,
interests, achievements, development and needs. In early childhood education, the purpose
of anecdotal records is to give a thorough descriptive consideration of particular child
behaviors or interactions. Some of the important functions of anecdotal records are it could
encourage effective communication between educators and families by providing
information to families about their child's activities, behaviors, and interactions in the
classroom. Besides, Anecdotal evidence is useful for monitoring children's growth and
identifying possible developmental delays, which enables immediate assistance and
interventions. Anecdotal notes must contain actual information about a significant event,
behavior or learning outcome. Some of the elements that are vital to included in the records
are the date and time, setting, names, curriculum area or domain, and an objective
description, precise wording to convey the child's actions and words, as well as their tone of
voice and facial expression, avoid from interpreting the child's actions for instance the
description of a child’s feeling such as happy, sad or angry and avoid bias. Below is the
example of Anecdotal Records.
Observation of Adam Hariz
Date: Wednesday, 10/11/2023; 10:10am
Setting: Classroom, Story-books reading time
Student: Adam Hariz, 4 years old
Curriculum area or domain: Social-emotional; communication and language
Observation: Adam approached Cheah Jia Yee at her place. With a smile on his smile, he
asked “What book are you reading Jia Yee?”. “Go away, this is my book!” replied Jia Yee.
Adam turned around with a frowned face and went back to his desk. Adam turned his chair
to Maleq who sits next to him and ask “Maleq! Is that a snake book?” asked Adam. Then
Maleq replied “Yes, I like snakes! Its not scary Adam!”. With a smile on Adam face, he said “I
like snakes too!”.
Interpretation: based on the observation, it can be seen Adam shows a good example on
regulated his emotions (not scolding back or cry) despite he was being scolded by Cheah Jia
Yee when he was trying to communicate with her.
Reflective practice and intentional instruction in preschool classrooms begin with
developing a workable system for taking and utilizing Anecdotal records. Preschool
educators able to devote more time to the children and less time to the "how to" details of
record keeping when the preschools have a well-organized system.

Another method used for authentic assessment is Running Records. Running records are
written while the event is taking place, a running record is an unbiased, sequential, and
detailed record of a child's behavior, interests, and developmental skills. In early childhood
education, it is frequently used to assess a child's development, identify developmental
delays, and create lesson plans for the future. Although these records can be used for a
variety of purposes, running records are most commonly used for assessing reading skills.
There will always be a conclusion at the end of a running record, regardless of its intended
purpose, from which the observer can infer conclusions about the behaviours educators
have just witnessed. The primary goal for using a Running Record is to “obtain a detailed,
objective account of behavior without inference, interpretations, or evaluations” (Bentzen,
2009, p.112).For several reasons Running records are essential in early childhood education
including the assessment of children development as it provide a vital list of child's
behaviors, interests, and developmental abilities, which is helpful in determining the child's
developmental stage and creating an educational plan for the future. Besides, since that
these records can be shared with parents and guardians, it could assist in identifying and
dealing with potential challenges with learning or developmental delays of a child. As every
child is different. Each child does not acquire knowledge or grow in the same ways.
Preschool educators may adapt the instruction to the children diverse needs by using an
observation tool such as running records. Maintaining a running record of observations for
every child can become an overwhelming task. Therefore, there are several crucial elements
that should be included in the running record namely the observations focus only on one
child at a time, write it in the present tense, stay unbiased which not allowing the
interpretations or opinions to influence what and how educators write it and documents the
behavior of the child in sequential order. Figure 2 shows the example of Running record
observation.
 Early Childhood
Education Child
Running Record Form

Student’s Name: Azfar Arrian Observer: Teacher Ira Day/Date:

20/11/2023 Monday
Age group: Preschool (3+)
Context/Setting: Table play with ducks Observation Time: Begin 9:30 am End 9:35 am

Purpose: This form will document your ability to observe and assess children individually, in small groups, or in a
largegroup. You are to record the child’s (or group’s) abilities, interests, and needs for three to five consecutive
minutes. (Standards 1 and 3)
Observation Interpretation
Record the child’s actions and language for three to five Identify and describe each developmental domain observed
consecutive minutes and connect to the Trawick-Smith book, the state Early
Learning Standards, and/or other course resources.
Consider the context of culture language and ability.
Azfar is sitting at the table. There are animal Azfar seems to play alone, talking to herself as
toys (a horse and a dinosaur) and a few small he plays. (solitary play)
blocks on the table.

Azfar puts two blocks next to each other. Azfar
takes the horse and places it in front of the
blocks saying “this is my house, my house is
big! Do you want to come in dino?”
“Yes horsie, thank you and I am so hungry” he
said with a smile. Then he moves the dinosaur at
the back of the two blocks.” “I have two buns we
can share together dino!” then Azfar takes the
horse and the dinosaur to eat the ‘imaginary
buns’.
Azfar likely to comprehend what is sharing
looks like.(social development)
His language is very clear and easy
to understand. (language development)
Azfar seems to know where are the toys and
uses them to extend his script. He uses blocks to
represent the horse’s house and an imaginary
“buns’ (dramatic play)

Azfar then leaves the horse and the dinosaur and

run away to the bathroom.

The assessment can be carried out every two to four weeks once a student is determined to
be a good candidate for a running record. Early readers can then be evaluated every three
to five weeks. This will demonstrate the effectiveness of all intervention and instructional
tactics while keeping all interested parties updated on developments.

Moreover, Rating scales are used in early childhood education to assess the quality of early
childhood programs and care settings as well as the overall achievement of the students.
These scales are intended to offer a comprehensive assessment of the surroundings and
interactions in early childhood settings. Early Learning Observation Rating Scale (ELORS) is
one of the examples. It is meant to be used with four-year old in the year before the start of
kindergarten. It makes it possible for educators and parents to gather information regarding
children development across a range of domains namely cognitive, affective and
psychomotor. The Early Learning Observation Rating Scale (ELORS) is a tool designed to
assist educators and caregivers in gathering and exchanging data about young children, with
a focus on behaviors that may be early signs of learning disabilities. With the aid of the
ELORS, educators and parents can methodically consider their worries and determine
whether the child would benefit from additional assistance. The developmental domains
that were covered by ELORS namely the Perceptual and Motor domain which includes fine
and gross motor skills, the Social and Emotional domain and the Self-Management domain.
Figure 3 shows the example of Early Learning Observation Rating Scale (ELORS).

Domain of Learning: Perceptual and Motor

What I see happening during the day (observational notes)

Circle your level of concern for each item

Little
or No Great
Behaviors and Skills Concern Concern

1. Speed and agility 1 2 3 4

2. Balance 1 2 3 4

3. Eye-hand coordination 1 2 3 4

4. Large muscle coordination 1 2 3 4

5. Holding a pencil or spoon 1 2 3 4

6. Sense of direction 1 2 3 4

7. Copying with a pencil 1 2 3 4

8. Drawing simple shapes (e.g., circle, square) 1 2 3 4

9. Exploring materials of different textures

1 2 3 4
(e.g., paint, sand, clay, glue, dough)

10. Dressing skills

1 2 3 4
(e.g., zippers, buttons, shoes, socks)

Review your notes and scores for behaviors listed in this domain, and choose a summary rating that reflects
your overall level of concern for the area.

Summary rating of level of concern for this domain 1 2 3 4

Based on the observation, it can be interpreted that this child might has a sensory issue as
when it comes on exploring materials of different texture, this child shows the sign of
sensory processing disorder. Steps that could be taken are to inform the parents regarding
the issue and as a preschool educator and engage more activities that are appropriate for
this child.
In conclusion, observational instruments are crucial for assessing children's development in
early childhood education. Formal and informal assessments serve different purposes, with
formal assessments measuring knowledge according to established criteria and standards,
while informal assessments monitor progress and provide feedback. Anecdotal records,
running records, and rating scales are examples of authentic assessment methods that offer
a more realistic and descriptive picture of a child's learning and development.