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Tuesday, March 21, 2023

Purpose and Significance of Classroom Observations | Test Development and Evaluation

 

What is the purpose and significance of classroom observations?

Course: Test Development and Evaluation

Course code 6462

Level: B.Ed Solved Assignment

ANSWER

 Classroom Observations: Purpose and Significance 

Through the process of observation, teachers can collect data regarding the progress of students in a number of authentic ways. Observation can lead a teacher towards a perfect relationship between teacher and student. With the use of observation tools, we can assess the current progress of students and speculate about his/her future progress. The most appropriate way to asses children is to observe them while they are involved in the activity. This process finely identifies the indicators of a child’s development which may be his/her likes and dislikes or strengths and weaknesses. Classroom observation makes assessment more comprehensive and to the point according to curriculum framework, pedagogical planning, and learning experiences. It connects the process of assessment to a specific context like gathering data from a variety of situations. The assessment becomes more authentic with the help of classroom observation as it provides a true and real picture to the teacher. The purposes of classroom observation are:

·         To assess the child’s current state of learning.

·         To assess the appropriateness of the given set of instructions.

·         To plan the lesson properly

·         To provide external information (to parents, other staff members, etc)

·         To assess the level of communication among students and students or students and teachers.

·         To assess behavior, physical development, social interaction, conversation, etc.

·         To assess the teacher’s performance, activities, and interaction with students.

·         To provide an adequate environment to aid the complete academic

·         development of the students and to fulfill the requirement of each student.

·         To take appropriate measures in case the student is not performing  according to his/her age requirements.

·         To maintain positive relations with students.

·         To monitor curriculum, activities, and outcomes and make improvements

accordingly.

Planning and Preparing for Observation

 

Planning acts as the backbone of every process. Planning provides an authentic set  of information that may serve as the best answer to the question of accountability. When a well-planned observation is being carried out it provides an authentic  source of recorded data. This recorded data can be used to prove the correctness  of our derived results in front of any accountability forum, which may be parents

or managers of educational facilities. The teacher always comes to a judgment after  the process of assessment. A well-planned observation process provides very  useful information that can be revisited or reanalyzed to verify the outcomes of the assessment process. Observational evidence could be in different forms.

A demonstrable outcome is the basic requirement of any form of evidence. This becomes more important when the observation is incidental and its results are recorded instead of recording the observation. A predefined set of objectives for learning outcomes can further help the teacher with the progress of the student  through the process of his communication. The most important aspect of planning is learning about the structure, language, and concept of the framework of learning  outcomes. A vital principle of planning observation is the true and actual understanding of the objective or purpose of the observation for which the process will be planned. The appropriateness of the observation method depends upon the student’s age and I.Q level. The process should be meaningful so that the desired objective could be achieved. The ethical aspects must be kept in mind while planning. The key points to remember are: Why does there be a need for observation? What to observe? How to observe? How to assure the accuracy and  authenticity of obtained information? The planning of observation goes through  the following steps:

·         Decide the need and objectives

·         Consider ethical issues

·         Select the appropriate method of observation

·         Implementation of the method

·         Ways of deriving results

·         Reflection on outcomes

·          

While preparing for observation, the recording method should be kept in mind for both planned and incidental observation. A teacher must have a clear understating of accurate record-keeping methods or types of observation records. It could be a direct record, observation sheet, or any other form. With the preparation of the observation sheet, we can have a systematic judgment that will add value to the teacher’s observation. The observation sheet must include a list of desired outcomes  and the categories of student’s activities and performance. Learning outcomes on the observation sheet must be elaborated clearly along with their judgment criteria. If  learning outcomes are well defined with the help of their indicators and characteristics then the observation comes out in a well-elaborated form. In order to conduct classroom observation a teacher must prepare the following items to obtain maximum benefits. A teacher must have to prepare

Artifacts

A teacher’s observation has the primary objective of observing different activities and performances of the students. In some cases, the production of an artifact can be termed as a result of that performance or activity and in other cases, there is no artifact produced and all the attention goes to the activity or process itself. The term artifact refers to anything that is constructed by a student for example a worksheet, an essay, a diagram, a painting, a composition, or a webpage that can be said as a product. In the teacher’s observation, the subject is not the artifact but the subject is way in which the artifact has been produced which is called the process.

Direct record

The direct record refers to any physical evidence which may be an audio or video  recording or photography. In this case, the event or activity must be like a speech, physical presentation, group activity, or any practical task. This recording does not  mean recording the whole event itself but in the best form, it elaborates some features or characteristics of that specific event that may be recalled in the future. In  this case, we cannot cover the observation of the whole event for example the feeling  of that event or the passion of students and the audience cannot be recorded. The  technical aspects may also affect the quality of observation as we may face problems with recording devices etc. Therefore it is implied that this type of  record becomes the partial representation of the activity but it is thought better  despite having no record.

Written record

A written record can be produced in the form of an observation sheet which may  be a log book or a diary. Observation sheets can be detailed or brief at some time. They may contain only a checklist of learning outcomes or a detailed on-the-spot observation of the event which contains minute details etc. In between these two  types, a combination of both can be produced. A logbook may record important incidents or comments from an event so that they may be accurately recalled.

These entries should be made in real time with a clear indication of students' names and the date of the event. A sequence of this type of record may be called a running record.



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