Authentic Assessment through
Observation and Portfolios
Gaye Gronlund, M.A.
Early Childhood Education Consultant
Tucson, AZ & Traverse City, MI
gayegronlund@yahoo.com
© Gaye Gronlund 2013
Assessing Children’s Progress
Towards Standards or Goals
• Authentically, authentically, authentically!
– By gathering information through observation
and work sampling
– By evaluating that information using
standards as the reference by which the
child’s accomplishments are measured
© Gaye Gronlund 2013
Teachers Get to Know Children Well by
Observing Them in Action
• Teachers observe children ALL the time.
– They watch them using their sense of sight.
– They listen.
– They have a 6th sense about what’s going on.
– They use their sense of touch.
– They care deeply about each child.
© Gaye Gronlund 2013
The
Planning/Observation/Individualization
Cycle
Planning
Individualization,
Adjustments &
Accommodations
Implementation
AgeAppropriate
GOALS
Integrated in
All Activities
Observation
Reflection
From Planning for Play, Observation, and Learning
in Preschool and Kindergarten
© Gaye Gronlund 2013
Gronlund 2012
When using observation, anecdotal notes &
portfolio collection as your assessment
procedures…
• What’s been
successful for
you? What’s
worked well?
• What has been
challenging for
you? What has
not worked well?
© Gaye Gronlund 2013
A toddler at play
– Watch the video of two-year-old Noah
“cooking.”
– Take brief observation notes as you watch.
– When the clip is finished, turn to a colleague
sitting next to you and discuss your
observation.
– Identify what Noah demonstrated that he can
do.
– Be prepared to share your observations and
conclusions with the large group
© Gaye Gronlund 2013
Using Observation to Assess
Children’s Learning
• Key Points:
– Teachers watch and observe their children
every minute of every day.
– Teachers do not have the time to write
down everything they learn by observing
children.
– Therefore, careful planning and focus of
certain observation times and use of quick,
efficient documentation strategies is
necessary! © Gaye Gronlund 2013
Observations
• What to write:
– The facts…what you see & hear, what the
child does & says.
– Not interpretations…not what you think about
the facts (until you’ve collected enough to
support your interpretation!).
© Gaye Gronlund 2013
Writing Anecdotes
Words & Phrases to
Avoid
The child loves…
The child likes…
He or she enjoys…
She or he spends a long time at…
It seems like…
It appears…
I felt…
I wonder…
She or he does…very well…
He or she is bad at…
This is difficult for...
Words & Phrases to
Use
She or he often chooses…
I saw her…
I heard him say…
She or he spends five minutes doing…
She or he said…
Almost every day he…
Once or twice a month, she…
Each time, he…
She consistently…
We observed a pattern of…
© Gaye Gronlund 2013
Two Sample Anecdotes
(analyze for objectivity)
•
“Joshua was very bad today at
circle time. He never listens or sits
still. He always wiggles and
disturbs his neighbor and I have to
sit with him and hold him.”
•
What words are interpretive or
evaluative? What is the overall
tone?
•
“When asked to join us at circle
time today, Myrna said “No. I want
to play with Legos.” Miss Angie
went over and touched Myrna on
the shoulder guiding her to sit on
her lap. Myrna sat down, leaned
against Miss Angie, sucking her
thumb and watching as Mrs.
Diane read a story. Myrna sat
quietly until the last page of the
story, when she jumped up. Miss
Angie asked her to help her set
the table for snack and she did.”
•
How is this one different than the
first? What is the overall tone?
© Gaye Gronlund 2013
Watch Amelia
• Watch and take notes about what you see
Amelia doing as she builds with blocks.
• What standards or benchmarks would you say
she is demonstrating that she is working
towards?
• Be prepared to review your notes for objectivity
(writing descriptively, factually) after the video.
• Share your thoughts with others after our review.
© Gaye Gronlund 2013
When do you observe &
document?
In the moment as
you interact with
the children
Out of the action
In reflection, after
the fact
TAKE FIVE!
© Gaye Gronlund 2013
Practical Ways to Document
Observations
Sticky notes
Clipboards with
address labels
Binders or
notebooks with a
section per child
File folders or
lists with all of the
children’s names
File folders with
sticky notes or
index cards
© Gaye Gronlund 2013
Time-saving Forms
• For Observation
– Quick Check Recording Sheets
– Small Group Observation Forms
– Brief Notes Recording Sheets
• All from Focused Observations 2nd ed.
– Available at www.redleafpress.org
© Gaye Gronlund 2013
© Gaye Gronlund 2013
© Gaye Gronlund 2013
© Gaye Gronlund 2013
Assessment Portfolios
More than a scrapbook or
collection of children’s work
More than a photo album
An assessment portfolio is a representation of what you are learning
about each child’s performance in selected domains.
It includes observation notes, photographs, and work samples
with clear connection to learning outcomes collected at least
twice across a year to show progress.
© Gaye Gronlund 2013
© Gaye Gronlund 2013
Today, at the writing table, Jane wrote the attached with a crayon, using her right hand
in a correct grasp. She brought it to me and said, “I writed a story.” When I asked her
what it says, she used her index finger to point under each line moving from left to right
as she said:
“No running in the classroom. Mommy, I love you. I think you are so beautiful. Someday,
I want to work with you. I love you with all my heart. I like to swing. When I go high,
I jump. You are scared. The end.”
© Gaye Gronlund 2013
From Planning for Play, Observation, and Learning in Preschool and Kindergarten
Gronlund 2012
You can
download
the
forms at
© Gaye
Gronlund
2013
www.redleafpress.org
Consider these portfolio items for
infants and toddlers
• Observational descriptions of
– their participation in daily routines
– their interactions with care givers and other
children
– their exploration of the environment
• Accompany with a photograph when
possible to give families a window on their
child’s time with you
© Gaye Gronlund 2013
Consider collecting the following portfolio items for
preschool & kindergarten children
(remember to accompany these with a teacher description of what was
observed at the time they were produced)
• Writing samples
• Responses to reading experiences
• Mathematical problem/solving
• Creations that require mathematical
understanding (patterning, geometrical
creations)
• Scientific explorations
• Self-reflections
• Art/Drawing samples
© Gaye Gronlund 2013
Timeline Options
Two to four collection periods
are needed in order to
compare and
document progress
Fall and Spring
Fall, Winter, Spring
Four Quarters
You can collect data through
observations and work
samples for all domains each
time, or for specific ones at
different times
Identifying certain weeks within
the collection period to
focus on specific domains
or standards help keep the
task more manageable
© Gaye Gronlund 2013
Reviewing a Portfolio with
Anecdotes,
Photos & Work Samples
• As a large group, let’s consider a set of
observation notes accompanied by some
photos and work samples and build a case
about what we are learning about the child
• Then, let’s determine what our next steps
in planning curriculum might be for her
© Gaye Gronlund 2013
Claudia, a young 4-year-old
•
Language Observation:
•
Social-Emotional Observation:
Claudia has become more comfortable
separating from her parents at drop-off time.
Today, she comforts Emilia, who cries after
her mom leaves. Claudia says, “It’s okay.
Mommy’s coming back.” She looks at me and
says, “Mommy always comes back, right,
Michelle?” I smile and nod yes. Claudia gently
puts her arm around Emilia and says, “I miss
my mom. But see. I’m not crying.” At pickup
time Claudia tells Emilia’s mom, “Emilia was
crying for you, but I told her you would come
back.”
•
Gross Motor Observation:
Claudia plays on the climbing equipment with
two boys. All three of them are growling and
roaring. Claudia climbs easily up the ladder to
the platform. One boy says, “Okay, I’m the
baby jaguar.” He paws the air in front of
Claudia. She responds by saying, “Now there
are two baby jaguars!” She moves quickly
around the platform, jumps on the slide, and
slides down. Then she runs around and
climbs back up again.
Claudia is playing in the dramatic play area
talking on the telephone. She says, “Hi Grandma.
I’m going to Tucson with my family – my mom
and dad and my sister. And we are going to stay
in a hotel with a swimming pool!” She then goes
to the art table and selects several colored
markers and draws a picture. As she shows me
her picture, she says, “Look. It’s my family in a
rainbow.”
© Gaye Gronlund 2013
More Claudia Anecdotes
• Literacy/Writing
Observation:
Today, at the writing table,
Claudia made the attached. I
observed that she used her right
hand in a correct pincer grasp.
When I asked her to tell me about
it, she said, “Look, I wrote ‘M’ for
my Mom.”
• Mathematical
Problem-Solving
Observation:
For the past two weeks Claudia
has chosen to play with the
pattern blocks. Today, she
connected two sets of designs
with many yellow hexagons. Her
dad arrived to take her home.
“Dada, come see what I’m
doing,” she said.
She undid her
work and redid
it exactly the way
it was.
© Gaye Gronlund 2013
Tying It All Together: Observing Children and
Planning Curriculum that Meets Their Needs
You use observations for two purposes:
To assess children’s learning and
developmental progress
To reflect on how well your curriculum
is working for individual children and
for the whole group
© Gaye Gronlund 2013
You Observe and Reflect About
How Your Curriculum Is Working
• Sometimes you make changes right away,
at the time of the observation
– For an Individual: You see a child doing
something and you immediately offer him your
assistance
- For the Whole Group: You see an activity that
is not going smoothly or an area of the room
that is not being well-used.
© Gaye Gronlund 2013
You Observe and Reflect About
How Your Curriculum Is Working
• Sometimes you wait to make changes after you
have observed multiple times
– For an Individual: You may be building a case about
a specific child’s interests, developmental skills,
behavior and expression of culture.
– For the Whole Group: You may be thinking about
how the whole group is doing (Does the environment
need a change? What activities are successful? How
is the daily routine flowing? Are children’s cultural
backgrounds being reflected in the activities and
environment?)
© Gaye Gronlund 2013
In pairs or trios review sets of
anecdotes
• With one or two people seated near you consider a set of
observation notes accompanied by some photos and work
samples (your group can choose to review either the toddler’s
or preschooler’s portfolio collection).
• Build a case about what you are learning about the child.
• Then, determine what your next steps in planning curriculum
might be for him.
• Be prepared to share with the large group.
© Gaye Gronlund 2013
Corey, between 14 and 17 months old
•
•
•
Language Observation:
Corey was sitting in the block
center playing with a bucket of
blocks. The other teacher in our
class walked in, and Corey looked
up at her and said, “Hi.” He also
says, “Mama,” “Dad,” “kitty,” “dat”
(for that, and “ball.”
Developing Relationships
Observation:
When Corey arrives in the morning
and sees me, he smiles broadly
and laughs. Then he reaches for
me to hold him. He pats me on the
back and gives me kisses on my
face.
Fine Motor
Observation:
Corey made the
attached marks with
a purple marker,
holding it in his fist.
●
Exploration & Discovery
Observation:
Corey sees another child playing with the
stacking rings. He crawls toward the child
reaching for the rings. I get him another set.
He sits up and removes the rings one at a
time. He replaces them on the post in
random order. He plays for maybe three
minutes longer, then crawls across the room
toward
he bookshelf where he pulls
down a board book and sits
and looks at it, turning the
pages himself.
•
Gross Motor Observation:
Corey is just beginning to walk without
holding on to someone or something.
He falls occasionally, but not often.
Although his balance is steady, he still
will crawl very fast much of the time.
Today he walked away from the snack
table toward the aquarium. He fell on
his bottom and quickly crawled the rest
© Gaye Gronlund 2013
of the way.
Niko (4 ½-5 yrs. Old)
• Language Observation:
●
Mathematical Problem Solving
Observation:
Mateo and Niko build an “island”
with the hollow blocks. Then, using
a clipboard with paper and pencil,
they take turns drawing the “map”
to show where the island is located.
Mateo tells Niko to jump off the
island and go into the water.
Niko: Are there any fishes in
here?
Mateo: You’re a mommy, now.
Niko: No, I’m not. I’m a captain.
As other children join in the
play,
Mateo: We’re pirates.
Niko: Aye, aye, matey.
Niko connected
several colored blocks
together then announced,
“Hey, I got this many.”
When I asked him how
many he had, he began
to count touching each
one. He kept 1-1 correspondence up to
5, then skipped to 7, 9, and “twentyteen”.
•
Gross Motor Observation:
I observe Niko walking around the swing
area, balancing on the wooden planks
that surround our playground. He
concentrates on each step and does not
fall once as he goes around the whole
© Gaye Gronlund 2013
area!
Niko (4 ½-5 yrs. Old)
• Social-Emotional
Observation:
●
One of the activities that Niko often chooses
outside is riding bikes. Today, when he gets
off his bike to go play somewhere else,
another child jumps on his bike. When Niko
returns and sees the child, he says, “Hey,
that’s my bike.” The other child says, “No, it’s
mine.” Niko walks over to him and pulls the
handlebars on the bike, saying, “Get off. It’s
mine.” I walk over and ask, “What’s going
on?” Niko says, “This is my bike.” The other
child says, “No, it’s mine.” I ask, “What do
you think we should do?” Niko says, “I’m
mad because he took my bike.” “Where were
you when he took your bike?” I ask. “Over
there,” he says, pointing to the sandbox. By
this time the other child has lost interest in
the bike, and Niko jumps back onto it and
rides away.
Literacy/Writing Observation:
Niko chooses to go to the art area
today. He takes a blue marker and
paper to use. He sits at the art table
looking at what other children are
drawing on their papers. He traces his
left hand and makes some letter-like
shapes at the top of his paper. “That’s
my name,” he says. He uses his right
hand throughout, holding the marker
with his thumb, pointer, and middle
fingers. (See attached).
© Gaye Gronlund 2013
Remember to Enjoy the Children
• Be in the moment with them.
• Enjoy their exuberance and zest for life.
• Remember to rejoice with children as they
rejoice in their very being.
• Take the time to reflect
on your learning and
growth as a teacher of
young children.
Resources by Gaye Gronlund
available from www.redleafpress.org or
www.naeyc.org
•
Planning for Play, Observation, and Learning in Preschool and Kindergarten
•
Developmentally Appropriate Play: Guiding Young Children to Higher Levels
(with parent brochure, Why Children Play, and CD-Rom program, Developmentally
Appropriate Play Stories)
•
Make Early Learning Standards Come Alive: Connecting Your Practice and
Curriculum to State Guidelines
•
Focused Observations 2nd edition: How to Observe Young Children for
Assessment and Curriculum Planning (coauthor, Marlyn James)
•
Focused Portfolios: A Complete Assessment for the Young Child (coauthor, Bev
Engel)
•
Early Learning Standards and Staff Development: Best Practices in the Face of
Change (coauthor, Marlyn James)
•
Produced the CD-Rom accompanying Developmentally Appropriate Practice in
Early Childhood Programs, 3rd Edition, NAEYC and the DVDs, “The New
Developmentally Appropriate Practice”, “DAP and Intentionality” and “DAP and
Play”
©Gaye Gronlund 2012