Deck 11: Analyzing Observations and Evidence and Responding to Findings

Question 1

What does the word 'analysis' mean to you? Does it have any associations?

Answer 1

Analysis can mean many things. To the average person, it can be associated with tests, school work, professional people (such as psychiatrists or medical specialists) and high education.

Question 2

Why does the collection of information, samples, and observations about one child in a portfolio not "speak for itself"?

Answer 2

Everyone viewing a portfolio's contents will construe the material differently. Although it is a pleasing experience to view the collection of materials, for educational purposes the portfolio needs to be used as a tool for assessment. Its contents provide evidence for making appropriate inferences.

Question 3

Where do you think you can start in making sense of the materials you have gathered?

Answer 3

You can start making sense of the materials by reviewing what pieces of information, documentation or artifacts you have acquired on a particular child. Sort the information by date or type of data. Check to make sure the information is complete and free from unsupported inferences while also ensuring you have a thorough picture of the whole child across several developmental domains. Summarizing the information is the next step in this process.

Question 4

The observation cycle goes forwards and backwards.

Question 5

A summary is the conclusion to the assessment process.

Question 6

An inference is a deduction.

Question 7

An analysis helps to make sense of what you saw.

Question 8

Inferences need to be validated.

Question 9

Jargon can be used when writing inferences.

Question 10

Developmental domains can provide a useful structure for sorting information from what has been observed and recorded.

Question 11

The Project Approach uses observations of children as starting points for developing the beginning of a project.

Question 12

A series of observations may help detect a behavioural pattern.

Question 13

Observers should focus on skills that are present rather than what children cannot do.

Question 14

Critical thinking involves

A) being critical of people
B) summarizing behaviours
C) a process of evaluation involving higher-order skills
D) a process of evaluation involving lower-order skills

Question 15

The portfolio should

A) apply theoretical models
B) be reviewed on a regular basis
C) consider children's needs
D) supported with validation from any source

Question 16

Analyzing observations involves

A) organizing, summarizing, making inferences, checking inferences
B) editing, organizing and summarizing information
C) editing, summarizing, making inferences, checking inferences
D) organizing, making inferences, and using standardized tests

Question 17

Assessments and curricula need to be

A) Contextualized
B) Caring
C) Categorized
D) Based on competencies

Question 18

Reggio Emilia uses extensive documentation for its

A) Assessments
B) Action research
C) Anecdotal records
D) Assistive devices

Question 19

An IPP is developed

A) before assessments
B) after assessments
C) during assessment
D) separately from assessments

Question 20

Parents should

A) not be part of the assessment process
B) be told about assessments after they have been finished
C) have an IPP explained but be excluded from the assessment
D) be part of the assessment process

Question 21

Patterns of behaviour can be determined by analyzing

A) photographs of children
B) children's art work
C) making inferences
D) sampling observations

Question 22

The analysis process is usually

A) easy
B) impossible
C) challenging
D) takes time and effort

Question 23

The observation cycle

A) is a plan for how to observe at the end of a cycle
B) is a plan for how to record information regularly
C) is a model for on-going observation and assessment
D) is a time-line for making observations

Question 24

We should be critical about the validations selected to avoid

A) generally accepted work
B) primary sources
C) reliable and valid sources
D) contradictory research and bias

Question 25

Materials in a portfolio should be reduced

A) to include only lengthy observations
B) to remove duplicate materials
C) when the purpose of observation changes
D) to construct the analysis

Question 26

What is the importance of critical thinking skills in the assessment process?

Question 27

Why does the collection of information, samples, and observations about one child in a portfolio not "speak for itself"?

Question 28

What is the process for analyzing an observation?

Question 29

In what way is an observation summary different form an analysis?

Question 30

How might an assessment be "authentic"?

Question 31

What might you base your validation on when writing the analysis of the child's development?

Question 32

How are rubrics used as a part of portfolio assessment?

Question 33

Assess a child's portfolio to determine the child's skill profile in each developmental domain, and to capture a sense of who this child is, and what his/her needs might be.
Note: Review the assessment rubric for this task. It contains details that will help you do this work and conform to the task requirements