Tools and Techniques for Classroom Instruction - Observation, Self Reporting Technique, Anecdotal, Checklist, Rating Scale

 

     

Tools and techniques for classroom instruction:

In order to assess the learning achievement of students and their method of learning, it requires for the teacher to collect various relevant information related to them. Methods of organizing the various activities that find place in an assessment process are called Assessment Techniques. And the devices and materials employed in them are known as Tools of Assessment.

Some important tools and techniques employed in classroom assessment are

·     Observational techniques

·     Self- reporting techniques

·     Anecdotal record

·     Checklist

·     Rating scales

·     Different kinds of tests.

Observational techniques:

Observation is nothing but keenly watching the external behavior of persons in appropriate situations.

Example for observation:

A teacher can easily guess that a student is highly anxious and excited by observing the external symptoms like trembling of hands, incoherent speech, biting nails, restlessness and similar such behaviours.

a) Procedures to be followed for good observation:

·     In appropriate situations observe the whole event.

·     Observe only one aspect of an individual’s behavior at a time.

·     Observe, without the knowledge of the observed and record then and there what is observed.

·     Observer should not mix his opinions and guesses with the observed data.

·     Observation should be continuously carried out within the time schedule.

b)   Steps involved in carrying out a good observation:

                              i.       Proper Planning

·     Determining the details to be collected through observation. The behavior aspect or the incident to be observed should be determined beforehand.

·     The individual or group to be observed should be precisely indicated.

·     Observers should be given clear briefing about places where observation should take place. Timings, time and travel, minimum number of times an incident or aspects should be absorbed in similar other predetermined details.

·     Selecting the method of recording the observation then and there, and also the tools to be used (Checklist, Descriptive rating scale, Score cards, Forms to record tally marks, etc)

                                     ii.          Executing the observation skillfully and recording the data carefully.

                                 iii.            Studying and interpreting the recorded data.

c)    Types of observation

                          i.        Participant observation:

Participant observation is a qualitative research method where researchers immerse themselves in a group or community to observe. By participating in the group activities, he can know very well the situation in which the group functions. The observer can get the factual information about how the observed person behaves in the group, his attitudes, social ability, leadership, and similar other personality traits.

                        ii.        Non participant observation:

Non participant observation is best suited to observe infants, maladjusted individuals and similar other persons. In this, the observer takes a position at a place where his presence goes unnoticed and is also least disturbing to the group, from where he can observe in detail the behavior of an individual under observation or some specific characteristics of a group. It permits the use of recording instruments and the gathering of large quantity of data.

                     iii.        Uncontrolled observation:

Observing students in the classrooms, playground, library and common places without their knowledge is an example of uncontrolled observation.

                     iv.        Controlled observation:

Controlled observation is a research method used to study behavior in a carefully controlled and structured environment.

We may ask a child to study in a silent room and in a room with a lot of noise, with a view to compare its learning achievement in these two different situations.

By doing so, they gain greater control over experimental conditions, allowing for meaningful comparisons between different groups or conditions. It’s like creating a controlled laboratory setting where behavior can be precisely examined under specific circumstances.

d)   Uses of observation:

    Able to understand his mental state like happiness, sorrow, anger, excitement and other similar moods.

Can evaluate student teacher’s performance or teaching ability through observation

To know about the personality of a person.

It is suited not only for individuals, but also for groups.

Need only a short-term training for effective functioning.

This method suits all age groups and both the genders.

It is not expensive and may need only a few gadgets.

Observing an individual or a group in the natural environment provides reliable information.

Observation tools can be designed to meet any situation.

e)   Limitations of observation:

                          i.    The personal likes and dislikes of the observer and his own limitations will affect the quality of observation.

                       ii.    Only expressed behavior could be observed. The inner feelings cannot be found.

      iii. Recording may not be done on this spot. The data recorded may not be accurate.

          iv.    Observation requires, more time, more patience and keen insight.

Self- Reporting techniques:

Self-report techniques involve gathering information directly from individuals about their own thoughts, feelings, and behaviours. These techniques often include methods such as questionnaires, opinionnaire, checklist, interest inventory, Attitude Scale, Surveys, Interviews, or Self-assessment scales.

a)  Advantages of Self-Reporting Techniques:

·     As answers are obtained directly from the respondents, the gathered responses or information are highly valid.

·     Large amount of data can be obtained very quickly and cheaply.

·     Left out data could be easily obtained back. Hence, data collected using self- reporting techniques are highly reliable.

·     Data obtained from closed form of machines can be easily tabulated and analysed.

b)   Disadvantages of self - reporting techniques:

·     We cannot expect that all respondents will be giving answers or expressing their ideas to items in the self - reporting device completely and honestly, without any hiding.

·     The reliability of data collected using self -reporting devices is mostly low.

·     There are chances for questions being misunderstood and answered accordingly.

·     The answers provided by the respondents may be influenced by their mood and emotions at the time of answering self- reporting device.

·     Most of the self-reporting devices contain fixed choice questions and lack flexibility. No opportunity is given to include supplementary or explanatory information.

·     Low response rate.

Anecdotal Record:

Anecdotal record is a factual description of the meaningful incidents and events which the teacher has observed.

a) Salient features of anecdotal record:

·     Factual information about the important events in the student’s life will be recorded objectively.

·  Only one incident at a time will be observed and recorded.

·     Only one incident will be recorded in the card. Each card will be of 3”X 5” size.

· Cards with entries of events will be arranged chronologically and maintained as a record.

·     Behaviours from incidents happening in various places like playground, hostel, laboratory, field trip, assembly hall, restroom and other places will be collected and included in the anecdotal record.

·  Description about an incident or event and the teacher’s comments or interpretations on it should be kept separately.

·     Anecdotal records will be kept confidentially. Nothing about succeeding events will be added cumulatively.

·   It will not be considered as a reliable strategy to collect information about the students. It is only supplementary to other methods of data collection.

b)   Maintaining anecdotal record:

·   Teachers decide which students to observe and when to undertake observations.

·   Recording observations promptly ensures accuracy and prevents forgetting crucial details.

·     Some teachers record observations immediately, while others set separate times for observation and recording.

· Delayed recording can lead to memory gaps or unintentional additions, affecting objectivity.

· Instead of focusing solely on problems, consider recording numerous anecdotes for all students.

·     Collaborate with school counsellors for a holistic view of student well-being.

·     Anecdotal incidents can be recorded on small sheets or provided forms.

·    Consider integrating them into concise cards or bullet points for easy reference.

c)    The advantages of using anecdotal record:

·     This record is helpful in the properly understanding student’s personality’

·     It is useful to crosscheck the information obtained from other sources.

·     As a teacher is interested in his students and try to observe them continuously, he gets opportunities to know about his students fully and get closer to them.

·     Collecting information using anecdotal strategy is very useful in studying the behaviour of small children and the mental retarded.

·     the teacher instead of criticizing his students generally, it will be more productive to offer his ideas and recommendations on the basis of accurately observed behaviour.

d)   Limitations of anecdotal record:

· As activities like observing anecdotal incidents, recording them and studying them take a lot of time, the workload of teacher increase.

·  When the present behaviour of student differs very much from the recorded behaviour, other teachers who by chance look into the anecdotal record may develop a wrong notion about the concerned student.

· As the incidents recorded in the anecdotal record happens to be important event in student’s life, any exaggerated descriptions may lead to misunderstand the student.

·     Information recorded in the anecdotal record will be useful only if they are accurate and comprehensive.

·     If the described behaviour is isolated from the social background in which it happened, its real nature cannot become clear.

· The chances of occurrence of such incidents which reveal the important behavioural traits of the students and that too in adequate numbers taking place now and then is very much limited.

    Check list:

Checklist is a tool consisting of prepared list of items. It is used to record the presence or absence of the item by checking yes or no, or the type or number of items present.

a) Uses of Checklist:

·     Is useful in collecting educational statistics to find out the needs of students, facilities available in educational institutions and to observe and record student’s behavioural traits.

· They are useful to find out student’s learning efficiency and evaluating the effectiveness of classroom teaching- learning activities.

b)   Merits of Checklist:

·     Checklist could be used easily by the investigator or the informants or respondents.

·     It takes only a few minutes to fill in the details to be provided as they are indicated using a tick mark or words or numbers.

· As information are obtained through observation, there is no need to doubt them.

·   Each segment of information or item could be used easily to compute its frequency, average and percentage.

c)    Limitations of Checklist:

·Checklist is not helpful to gather complex information.

·  The objectivity of the checklist cannot be stated with certainty.

Rating scale:

A rating scale is a tool with graded categories that allows individuals to express their judgment about the presence or extent of specific characteristics, attributes, or behaviours in a situation or object.  

a)   Constructing a Rating Scale:

In a rating scale, only a small number of items relating to the characteristics or attributes of a thing, event or behavior will be given. On the basis of the findings of observation, each item will be given a rating by the observer to indicate the degree to which each attribute is present.

·     Numerical Rating Scale:

In this method to indicate the rating, serial numbers are used like 1,2,3,4,5. Generally, 1 is considered to be the lowest, and 5 is the highest. Usually the rating skills have 3, 5 or 7 points.

·     Descriptive Rating Scale:

In this method to mark greater value observers will be asked to indicate anyone of the descriptions given in the verbal form, like very high, high, average, low, very low.

·     Graphic Rating Scale:

In this method, rated values indicated as a dot in a graduated line.

b)   Uses of Rating Scale:

· Teacher rating: Selection for the post, for giving promotion, to evaluate efficiency, to sanction increment.

·     Personality rating for various purposes.

·   Testing the validity of many objective instruments like paper - pencil inventories of personality.

· School appraisals, including appraisal of course practices and programs.

· Judging the competitors for their proficiency in various competitions (eg) elocution competition, essay competition, painting, competition, etc

c)    Merits of Rating Scale:

·     It is easy to evaluate through rating

·     It is less time consuming

·     Not much training is needed for the raters

·   Various factors like versatility, teaching, evaluating the performance of educational institution, cultural programs and similar other activities could be assessed separately later, their combined value may be worked out.

d)   Limitations of Rating Scale:

·     The rater may find it difficult to understand the qualities to be assessed.

·     There is the inherent danger of personal likes and dislikes influencing the rating.

·     In rating the undermentioned five types of errors may occur.

1.  Generosity error – Rating liberally about persons who are very popular or whom one admires.

2.  Constant severity error – Some raters may think everyone else is inferior to them and award low marks only.

3.  Average error – Some evaluators by providing average rating to all would like to escape from possible blame or criticism.

4.  Halo effect - rating someone based on one standout quality and assume everything else about them is equally impressive.

5.  Logical error - Logical errors in rating occur when a rater mistakenly connects two traits or variables that aren’t actually related. Ex; it’s like assuming someone who’s good at math must also be an excellent chess player.