Susannah Cassidy

Anecdotal Records: 2 students, observation format

Grade Level & Content of Lesson:
These anecdotal records were for two students in my 4th grade. One record includes information on behavioral observations and the other record describes a new student who still has to learn a concept already mastered by the class.

Objectives of Lesson:
Through my anecdotal records, my objectives were to carefully observe two students, record my observations, and analyze the results. I wanted to interpret the information to make future plans for each student, and then check in two weeks later to gage their progress.

Connection to Standards:
BTS: 3, 9, 10

Assessment Criteria and Instrument:
Each page is for one student; I observed each of them twice, so I have the initial observation and then the follow-up records below.
anecdotal record student 1.doc
anecdotal record student 2.doc

Analysis of data:
N/A (individual student assessments)

Student Work:
N/A (observation assessment)

Recommendations for Future Class Instruction:
N/A (individual student assessments)

Recommendations for Future Student Instruction:
N/A (created assessment)

Critique of the Assessment Instrument:
I really liked the format of my anecdotal records; I provided areas for the topic, the observation, the interpretation, and future plans. I utilized each section, and was glad I had added the parts that I did. I definitely plan to use this format of anecdotal records in the future, and hopefully be able to do more students over time.

Connection to Professional Literature:
My anecdotal records seemed to me to be a form of formative assessment. I looked through Classroom Assessment to see what Popham had to say about formative assessment. It turns out that I was correct and supported in my thinking; Popham states that in order for an assessment to be formative, it must 'provide information so that adjustments are made during the instructional segment in which the assessment was administered.' This directly corresponds to my anecdotal records, because I was observing behavior and performance so we could properly make a decision over time.
Popham also says that formative assessments must happen 'while there is still sufficient instructional time left in the unit for those adjustments--either in instruction or in the way students are trying to learn something.' I made sure of this while conducting my records; I allowed time for Andy to improve his focus, and for Domenic to learn shape names. I then assessed anecdotally again to check progress; fortunately, there was!

Popham, J. W. (2008). Classroom Assessment: What Teachers Need to Know (5th ed). Boston, MA: Pearson Education, Inc.