Deck 6: Observation and Assessment of Children

Question 1

Observations can give information about children in relation to others.

Answer 1

True

Question 2

Teachers can become more judgmental by learning to observe.

Answer 2

False

Question 3

Researchers use observational methods to study children.

Answer 3

True

Question 4

We learn more about children in general by observing group behavior.

Question 5

Developmental relationships can be observed by looking at the classroom arrangement.

Question 6

By spotting a child's strengths and difficulties, a teacher can learn more about children as individuals.

Question 7

Piaget developed a method of observation called the méthode clinique.

Question 8

Systematic observation will improve your teaching.

Question 9

Learning to look is a simple matter of watching.

Question 10

Specimen descriptions and diary descriptions are both kinds of narratives.

Question 11

Bias is inherent in all our perceptions.

Question 12

Observing and documenting the behavior of young children is still considered a questionable responsibility of early childhood professionals.

Question 13

Young children do not function well in common test situations.

Question 14

A screening instrument is an adequate measure to determine a child's skills.

Question 15

Portfolio assessments should not include a photo of a child.

Question 16

Authentic assessment should be done when children are in their natural setting and performing real tasks.

Question 17

The entry-level assessment should be done informally.

Question 18

When teachers see problem behavior or are concerned about a child, they should immediately confront the child.

Question 19

A display portfolio contains samples of a child's best work.

Question 20

A working portfolio contains samples of a child's work without teacher comments.

Question 21

How do we learn to understand children?

A) look at the daily schedule
B) individualize the curriculum
C) watch adult behavior
D) notice the classroom arrangement

Question 22

What is an influence on behavior?

A) daily schedule
B) transitions
C) who is in the group
D) All of these are correct.

Question 23

Developmental and environmental factors influence behavior. Which of these is a developmental factor?

A) noise level
B) congestion
C) level of thinking
D) fatigue

Question 24

Key ingredients in all observational systems are ____.

A) focus and system
B) charts
C) computers
D) detailed records

Question 25

Which of the following observational techniques has the problem of potential observer bias?

A) event sampling
B) narratives
C) focus
D) checklists

Question 26

Choose the technique that is easiest to record.

A) rating scale
B) shadow study
C) journal
D) narratives

Question 27

Which of the following is NOT a reason to observe?

A) to link theory with practice
B) to talk to parents
C) to advocate for salary raises
D) to assess children

Question 28

Who is the master of the clinical method?

A) Freud
B) Piaget
C) Flavell
D) Maslow

Question 29

Professional confidentiality is ____.

A) taking yourself seriously
B) changing the subject
C) talking to parents
D) being discreet when recording and reporting what you observe

Question 30

Time and event sampling ____.

A) are full of observer bias
B) are easy to record
C) are rich in detail
D) record unlimited behaviors

Question 31

A 2-year-old screams "Mine!" and fends off another trying to grab the blanket she is holding. This could be seen as ______.

A) she is trying to protect her security blanket
B) she is standing up for herself
C) she is disturbing the group and is unkind by not letting another use it
D) All of these are correct.

Question 32

A clear purpose for assessing children is ____.

A) to determine whether children can achieve autonomy
B) to identify children with special needs
C) to see how children use basic tools
D) to help children become part of school

Question 33

Children are evaluated to ____.

A) monitor health
B) determine salaries
C) inform police
D) plan for intervention

Question 34

Entry-level assessment items do not include ____.

A) family information
B) pre-reading assessment
C) children's interests
D) separation from parent

Question 35

Which of the following is NOT a reason to assess children?

A) communication with children
B) program evaluation and accountability
C) identifying children with special needs
D) educational planning

Question 36

In general, evaluations are made to _____.

A) have a systematic plan for intervention and guidance
B) monitor the growth of a group of children
C) provide children with updated information about their development
D) increase the marketability of the child care facility

Question 37

Which is NOT a concern when making assessments?

A) not enough emphasis on norms
B) unfair comparisons
C) bias
D) too narrow a perspective

Question 38

Standardized tests _____.

A) have caused early childhood curricula to become increasingly academic
B) have resulted in fewer children being held back
C) have led to a more fulfilling kindergarten experience for young children
D) adequately reflect what children learn

Question 39

Event sampling can be used to observe _____.

A) parent/child interactions
B) specified times of day
C) behaviors as they occur
D) None of these are correct.

Question 40

"Low-tech" materials teachers can use to record their observations are _____.

A) pen and notebook
B) index cards
C) cameras
D) All of these are correct.

Question 41

One type of portfolio is _____.

A) individual
B) display
C) class
D) All of these are correct.

Question 42

A problem regarding assessment is_____.

A) unfair comparisons
B) bias
C) overemphasis on norms
D) All of these are correct.

Question 43

A working portfolio may include _____.

A) tests
B) journal writing
C) artwork
D) All of these are correct.

Question 44

Narratives can take several forms, including running records and_____.

A) time samplings
B) event samplings
C) diary descriptions
D) checklists

Question 45

Teacher commentary adds to a portfolio by _____.

A) describing works in the portfolio
B) providing feedback
C) including documentation
D) All of these are correct.

Question 46

Specific samples that might be in a child's portfolio could be art samples, writing samples, cutting samples, and _____.

A) photographs
B) magazine articles
C) books
D) progress reports

Question 47

Three different observational systems are narratives, portfolios and _____.

A) checklists
B) samplings
C) notes
D) None of these are correct.

Question 48

Gesell used observation to _____.

A) develop Word Pictures
B) create norms for development
C) define behaviors
D) describe play

Question 49

A major focus of observations is _____.

A) the child working alone
B) the child participating in a group
C) the whole child in all domains
D) the parent

Question 50

Time sampling is used to record _____.

A) social involvement
B) autonomy
C) dependency
D) task completion
E) All of these are correct.

Question 51

Match the concern about assessment with its description.

-Do not try to fit a child into the mold created by the assessment tool.

A) Unfair comparisons
B) Bias
C) Overemphasis on norms
D) Interpretation
E) Too narrow a perspective
F) Too wide a range
G) Too little or too much time

Question 52

Match the concern about assessment with its description.

-The tool focuses too much on one area and not enough on others.

A) Unfair comparisons
B) Bias
C) Overemphasis on norms
D) Interpretation
E) Too narrow a perspective
F) Too wide a range
G) Too little or too much time

Question 53

Match the concern about assessment with its description.

-How long it takes to complete must be weighed.

A) Unfair comparisons
B) Bias
C) Overemphasis on norms
D) Interpretation
E) Too narrow a perspective
F) Too wide a range
G) Too little or too much time

Question 54

Match the concern about assessment with its description.

-It can prematurely label children it is intending to help.

A) Unfair comparisons
B) Bias
C) Overemphasis on norms
D) Interpretation
E) Too narrow a perspective
F) Too wide a range
G) Too little or too much time

Question 55

Match the concern about assessment with its description.

-Do not use it to compare one child to another.

A) Unfair comparisons
B) Bias
C) Overemphasis on norms
D) Interpretation
E) Too narrow a perspective
F) Too wide a range
G) Too little or too much time

Question 56

Match the concern about assessment with its description.

-There is a tendency to overinterpret or misinterpret the results.

A) Unfair comparisons
B) Bias
C) Overemphasis on norms
D) Interpretation
E) Too narrow a perspective
F) Too wide a range
G) Too little or too much time

Question 57

Match the concern about assessment with its description.

-An evaluation tool should be designed for a single level or age group.

A) Unfair comparisons
B) Bias
C) Overemphasis on norms
D) Interpretation
E) Too narrow a perspective
F) Too wide a range
G) Too little or too much time

Question 58

Match the step in professional observation with its relevant example.

-In any discussion of the observation, change the names of the children and school.

A) Plan the observation.
B) Observe and record.
C) Re-read your notes.
D) Interpret what you observed.
E) Follow through with your ideas.
F) Keep professional confidentiality.

Question 59

Match the step in professional observation with its relevant example.

-Plan what you will do with the results.

A) Plan the observation.
B) Observe and record.
C) Re-read your notes.
D) Interpret what you observed.
E) Follow through with your ideas.
F) Keep professional confidentiality.

Question 60

Match the step in professional observation with its relevant example.

-What does your observation mean?

A) Plan the observation.
B) Observe and record.
C) Re-read your notes.
D) Interpret what you observed.
E) Follow through with your ideas.
F) Keep professional confidentiality.

Question 61

Match the step in professional observation with its relevant example.

-Be as specific and detailed as possible.

A) Plan the observation.
B) Observe and record.
C) Re-read your notes.
D) Interpret what you observed.
E) Follow through with your ideas.
F) Keep professional confidentiality.

Question 62

Match the step in professional observation with its relevant example.

-Transcribe your notes into something legible.

A) Plan the observation.
B) Observe and record.
C) Re-read your notes.
D) Interpret what you observed.
E) Follow through with your ideas.
F) Keep professional confidentiality.

Question 63

Match the step in professional observation with its relevant example.

-Have a specific goal in mind.

A) Plan the observation.
B) Observe and record.
C) Re-read your notes.
D) Interpret what you observed.
E) Follow through with your ideas.
F) Keep professional confidentiality.

Question 64

Match the example about why teachers observe with the reason.

-To improve your teaching

A) It helps teachers become more objective about the children.
B) The teacher uses informal ways to note skills and capabilities.
C) Teachers can match what they read with what they see.
D) A teacher becomes part scientist.
E) The teacher shares examples that show a child's growth and challenges.

Question 65

Match the example about why teachers observe with the reason.

-To construct theory

A) It helps teachers become more objective about the children.
B) The teacher uses informal ways to note skills and capabilities.
C) Teachers can match what they read with what they see.
D) A teacher becomes part scientist.
E) The teacher shares examples that show a child's growth and challenges.

Question 66

Match the example about why teachers observe with the reason.

-To help parents

A) It helps teachers become more objective about the children.
B) The teacher uses informal ways to note skills and capabilities.
C) Teachers can match what they read with what they see.
D) A teacher becomes part scientist.
E) The teacher shares examples that show a child's growth and challenges.

Question 67

Match the example about why teachers observe with the reason.

-To use as an assessment tool

A) It helps teachers become more objective about the children.
B) The teacher uses informal ways to note skills and capabilities.
C) Teachers can match what they read with what they see.
D) A teacher becomes part scientist.
E) The teacher shares examples that show a child's growth and challenges.

Question 68

Match the example about why teachers observe with the reason.

-To wonder why and solve a problem

A) It helps teachers become more objective about the children.
B) The teacher uses informal ways to note skills and capabilities.
C) Teachers can match what they read with what they see.
D) A teacher becomes part scientist.
E) The teacher shares examples that show a child's growth and challenges.

Question 69

Match the goal of observation with its example.

-Children as individuals

A) The environment affects children's behavior.
B) When you apply what you know about observation to yourself, you gain greater self-awareness.
C) An individualized curriculum arises out of observation.
D) Observation helps understand the whole child.
E) Observation helps growth patterns emerge

Question 70

Match the goal of observation with its example.

-Children in general

A) The environment affects children's behavior.
B) When you apply what you know about observation to yourself, you gain greater self-awareness.
C) An individualized curriculum arises out of observation.
D) Observation helps understand the whole child.
E) Observation helps growth patterns emerge

Question 71

Match the goal of observation with its example.

-Developmental relationships

A) The environment affects children's behavior.
B) When you apply what you know about observation to yourself, you gain greater self-awareness.
C) An individualized curriculum arises out of observation.
D) Observation helps understand the whole child.
E) Observation helps growth patterns emerge

Question 72

Match the goal of observation with its example.

-Influences on behavior

A) The environment affects children's behavior.
B) When you apply what you know about observation to yourself, you gain greater self-awareness.
C) An individualized curriculum arises out of observation.
D) Observation helps understand the whole child.
E) Observation helps growth patterns emerge

Question 73

Match the goal of observation with its example.

-Understanding of self

A) The environment affects children's behavior.
B) When you apply what you know about observation to yourself, you gain greater self-awareness.
C) An individualized curriculum arises out of observation.
D) Observation helps understand the whole child.
E) Observation helps growth patterns emerge

Question 74

Match the relevant question with the common element of observations.

-Focus

A) Where will you watch?
B) What is your purpose?
C) What do you need for your observations?
D) What will you do?

Question 75

Match the relevant question with the common element of observations.

-System

A) Where will you watch?
B) What is your purpose?
C) What do you need for your observations?
D) What will you do?

Question 76

Match the relevant question with the common element of observations.

-Tools

A) Where will you watch?
B) What is your purpose?
C) What do you need for your observations?
D) What will you do?

Question 77

Match the relevant question with the common element of observations.

-Environment

A) Where will you watch?
B) What is your purpose?
C) What do you need for your observations?
D) What will you do?

Question 78

Match the description or example with its type of observation.

-Narrative

A) Using prepared recording sheets
B) Day-to-day descriptions
C) Adult asks relevant questions
D) On-the-spot as time passes
E) Recording for the duration of the event
F) Simple, clear, pure study
G) Follows one child in detail
H) Describes frequency or degree

Question 79

Match the description or example with its type of observation.

-Time sampling

A) Using prepared recording sheets
B) Day-to-day descriptions
C) Adult asks relevant questions
D) On-the-spot as time passes
E) Recording for the duration of the event
F) Simple, clear, pure study
G) Follows one child in detail
H) Describes frequency or degree

Question 80

Match the description or example with its type of observation.

-Event sampling

A) Using prepared recording sheets
B) Day-to-day descriptions
C) Adult asks relevant questions
D) On-the-spot as time passes
E) Recording for the duration of the event
F) Simple, clear, pure study
G) Follows one child in detail
H) Describes frequency or degree