Week 2 Reflection

During Week 2, we learned about different types of observation in the classroom. The two main types of observation are objective and subjective. Objective observation is documented based off of facts and the behaviors witnessed. None of the observations made are influenced by emotions, or opinion. Subjective observation is the opposite, it is influenced by emotion and opinion. Underneath the objective and subjective, exist six different types of ways to record observation. They are, 

running records, anecdotal records, time sampling, event sampling, checklists, and rating scales.

Running Records - A detailed description of a child's behaviors, and writing down everything you see.

Anecdotal Records- A brief description of one event, and covers the what, when, and where.

Time Sampling - To observe the frequency of certain behaviors, and the children are observed for an established time.

Event Sampling - To identify the possible reason for certain behaviors, and use the 'ABC' technique.

Checklists - An organized list of skills and behaviors.

Rating Scales - Also an organized list of skills and behaviors, but also the level of performance.

Rubrics are a type of observation as well, but are used to evaluate to what degree the student meets the requirement. An analytic rubric and a holistic rubric can be used. An analytic rubric separately describes and scores each given task. A holistic rubric describes all of the criteria for one given score.

The difficulties of developing an analytic rubric would be to ensure you cover every single spot for a mistake made, or when something is done right. When I made my rubric with my group in class, we realized that there were mistakes made in the students' work, that we were not able to grade because it was not in our rubric. The descriptions listed for each score, need to be informational, and cover every possible outcome of each piece of work. To practice making an analytic rubric in the future, I would effectively examine the assignment I am giving out, and think of every possible outcome in how a student could complete their work. I would make sure my descriptions for each score are detailed and would allow for all of the in between mistakes or work done right, to be covered by my rubric.