Embedding Assessment into Daily
Activities and Routines
COLLECTING AND
RECORDING THE DATA
THIS SECTION CONTAINS:
o Data Collection Forms
o Compiling the Data
o Organizing Your Data Collection System
Cindy Kongs M.S., Misty D. Goosen, Ed.S., Phoebe Rinkel, M.S. and David P. Lindeman, Ph.D.
December 2011
Kansas Inservice Training System
Kansas University Center on Developmental Disabilities 2601 Gabriel, Parsons, KS 67357
620-421-6550 ext. 1618 or 1-800-362-0390 ext. 1618 http://kskits.org/
Data Collection Forms
Teachers identify specific skills to be assessed and record them on data collection forms. Three types of data collection forms are discussed as a part of this packet:
1. Large Group Data Collection
• Teacher Made Independent Activity Data Collection Form (Figure 1a)
• Teacher Made Independent Activity Data Collection Form Example (Figure 1b)
2. Small Group Data Collection
• AEPS Assessment Activities with data collection forms available in Appendix A of Volume 2 Test (Bricker, et al., 2002)
• AEPSi Assessment Activities (With subscription or 30-‐day free trial, small group activities with data collection forms can be downloaded from AEPSi (at https://www.aepsi.com/aepsi/ (Figure 2)
• Teacher Made Small Group Data Collection Form (Figure 3a)
• Teacher Made Small Group Data Collection Form Example (Figure 3b)
3. Language samples
• Teacher Made Language Sample Form (Figure 4a)
• AEPS Social Communication Observation Form (Figure 4b).
The independent and small group sample data collection forms are “activity specific” rather than “domain specific”, allowing teachers to implement best practice in terms of teaching “the whole child”. The independent activity forms are used to record progress data for children as they participate in routine or self selected activities during the daily schedule. Specific learning goals/objectives to be assessed are selected by the teacher and recorded in the boxes on the left hand side of the form. As children progress through the curriculum, the teacher can update the goals and objectives on the form. Although sample assessment activities provided are specific to the AEPS, these forms could be adapted for use with any curriculum-‐ linked assessment.
The AEPS Social Communication Observation Form is domain specific; conducted during ongoing activities it provides an organized way in which to collect a large number of language samples to assess specific social-‐communication skills within a variety of classroom activities.
For additional examples of data sheets for authentic, activity based instruction see also the
Figure 1a: Independent Activity Data Collection Form Activity/Description _______________________________________________________________________________ GOAL STUDENT 1 2 3 4 5 6 7 8 9 1 0 11 1 2 13
Figure 1b: Independent Activity Data Collection Form (Example) Activity/Description _______________________________________________________________________________ STUDENT GOAL Be n Ky lie Ha ve n Br an d on As hl ey Kat h y Pe te Ga rr et t Wy a tt Ri le y Tr a e Br oo ke El i Adaptive C 1.3 Unzips zipper Cognitive C 1.1 Follows directions of 3 or more related steps that are
routinely given Social A 1.5 Responds to affective initiations from others Social A 1.4 Initiates greetings to others who are
familiar
Multiple Students/Four Goals
Arrival at school
Helpful Idea: Organize Measurement by Day of Week
Teams may decide to further organize measurement activities by assigning a day of the week to specific routine activities. For example, Monday could be used to assess skills during the arrival activity. Tuesday could be used to assess skills during bathroom time, etc.
Figure 2: AEPSi
(30-day free trial available from https://www.aepsi.com/aepsi/)
Figure 3a: Small Group Data Collection Form
The Small Group Data Collection Form is used when the teacher or other adult leads
a small group of children (between 3-‐5 children) through a specific learning activity with the aim of addressing selected curricular objectives. Like the Independent Data Collection Form, specific learning goals/objectives are selected by the teacher and recorded in the boxes on the left hand side of the form.
Activity/Description _______________________________________________________________________________ GOALS 1 2 STUDENT 3 4 5 6 Goals/5 Students
Figure 3b: Small Group Data Collection Form (Example)
Activity/Description Matching Middles/Oreo Shape Game
(Fisher Price/Use two sets if you only want to measure a limited number or shapes (i.e., circle)
GOALS 1 2 STUDENT 3 4 5
Cognitive A 1.2
Demonstrates understanding of five different shapes
Cognitive F 2.1
Maintains participation
Cognitive F 2.2
Conforms to game rules
Social B 2.1
Interacts appropriately with materials during small
group activities
Social B 2.2
Responds appropriately to directions during small
group activities
Social D 1.2
Selects activities and/or objects
6 Goals/5 Students
Figure 4a: Language Sample Recording Form
Child: ________________________________________________________Date: _____________________________
Teacher: ______________________________________Begin time: ____________End time: _____________ Activity: __________________________________________Setting: _____________________________________
Utterance
Comment
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Summary NotesFigure 4b
Bricker, D., Pretti-‐Frontczak, Johnson, J. J., & Straka, E. (2002). Assessment, evaluation, and programming system for infants
and children: Administration guide (Vol. 1, 2nd ed., p. 207). Baltimore: Brookes. Reprinted with permission
AEPS SCOF Data Collection Schedule Monday • Ben • Kylie • Haven Tuesday • Brandon • Ashley • Kody Wednesday • Pete • Garrett • Wyatt Thursday • Riley • Trae • Brooke
To help make data collection manageable, the teacher may wish to set up a rotating system for collecting and recording language samples. The schedule could be taped on the back of a clipboard that contains blank copies of the SCOF for the teacher or other support person to use as a reference when recording data (see example below).
Compiling the Data
This section outlines a sample process developed by the first author, an early childhood special education teacher, for recording and summarizing data collected in whole class, small group, and individual settings to monitor class performance on a curriculum-‐based assessment [in this example, the Assessment of Education Program Support (AEPS)].
The collection of data on an ongoing basis is a foundational practice central to quality services for young children. Data collection on a scheduled and frequent basis is important for a variety of reasons. These include measuring children’s progress referenced to the curriculum and/or standards, making decisions regarding instruction and modification of instructional strategies, and evaluation of the overall early childhood program and its impact on the learning and development of children.
Data collection does not have to be a cumbersome task and should be designed to answer specific questions related to a child’s progress within the curriculum and desired developmental outcomes. Data collection should be targeted across the child’s day and across settings, activities, and groups. Analysis may well involve examining quality of response as well as quantity of response. Simple data sheets can facilitate collection of information. Both the previous section and the following pages provide ideas for both teacher made and commercially available forms.
Figure 5. Whole Class Data:
In the following example the AEPS Child Progress Record is used to chart the targeted curriculum learning goals/objectives for the entire class, while keeping track of data collection dates and overall progress towards accomplishing those goals/objectives. Regularly reviewing this information provides opportunities to make instructional changes within the curriculum, as needed. Note the following teacher adaptations:
• All targeted goals are underlined with a highlighter.
• The month and day that each set of data is collected is marked within the goal and objective arrow (i.e., 9/25).
• When the entire class has completed a goal or objective, the arrow is filled in with a highlighter. Different colors of highlighters can be used to depict the different quarters of the school year.
Figure 6. Individual Data:
In this example the AEPS Child Progress Record is used to monitor each student’s progress so that instructional decisions can be made in a timely manner specific to the needs of the individual child.
• Child’s name and school year are placed in the upper left corner (i.e., Ben, 2006-‐ 2007).
• Class goals/objectives for the year are underlined with a highlighter.
• “+” or “–“ indicate individual student performance on the goal/objective arrow using data from collection sheets.
• Additional notes are included as needed to inform instructional decision making (i.e., Objective 1.1 R – or R + indicates right handed inappropriate grasp, right handed appropriate grasp).
• When the student has mastered the goal or obective, the arrow is filled in with a highlighter.
Figure 7. Whole Class Data:
In this example, the AEPS Child Progress Record is used to document in a visual manner the students who have mastered goals or objectives to eliminate unneccessary data collection. The first and last initials are recorded within appropriate arrows for those students who have mastered the goal or objective. Data will not be collected for these students in future activities. When all students have mastered a specific goal or objective, the arrow is shaded with a highlighter.
Figure 8. Small Groups/Centers Data:
This form is an example of a teacher-‐made weekly data collection form.
• Student names are listed under numbers at the bottom of the data collection sheet. • Goals or objectives that were measured are listed in the left-‐hand vertical boxes. • Data collected for each child is marked with the date of collection (i.e., 1/4) and “+”
or “-‐“ for the skill demonstrated.
• Shaded boxes indicate that the student has already mastered the goal or objective, and that no data is needed.
• Materials used in the activity are listed at the bottom of the page for activity set-‐up and future reference.
Figure 5. Whole Class Data:
Bricker, D., Pretti-‐Frontczak, Johnson, J. J., & Straka, E. (2002). Assessment, evaluation, and programming system for infants and children: Administration guide (Vol. 1, 2nd ed., pp. 284-‐285). Baltimore: Brookes. Adapted with permission.
Figure 6. Individual Data:
Bricker, D., Pretti-‐Frontczak, Johnson, J. J., & Straka, E. (2002). Assessment, evaluation, and programming system for infants and children: Administration guide (Vol. 1, 2nd ed., pp. 284-‐285). Baltimore: Brookes. Adapted with permission.
Figure 7. Whole Class Data:
Bricker, D., Pretti-‐Frontczak, Johnson, J. J., & Straka, E. (2002). infants and children: Administration guide (Vol. 1, 2nd ed., pp. 284-‐285). Baltimore: Brookes. Adapted with permission. Assessment, evaluation, and programming system for
Figure 8. Small Groups/Centers Data:
Figure 9. An Expanded List of Concepts Assessed by the AEPS:
In some cases a published curriculum may not be specific about concepts to be taught, making ongoing assessment difficult. The following form created in an early edition of the AEPS may be useful in helping teachers to target and monitor cognitive goals and objectives that may include numerous concepts. A teacher might make a copy of the form for each student to be kept with their Child Progress Record. When a student has met the criteria for mastery of a goal/objective, the appropriate arrow is filled in and the date is marked on the Child Progress Record.
Cognitive A 1.1 COLORS (8) Red Blue Orange Pink Yellow Black Purple Gray Green White Brown Cognitive A 1.2 SHAPES (5) Circle Triangle Diamond Square Rectangle Star Cognitive A 1.3 SIZE (6) Big Thick Small Skinny Chubby Tall Thin Short Tiny Itsy bitsy Little Fat Large Gigantic Long Cognitive A 2.1 QUALITATIVE (10) Hot Hard Light Cold Different Clean Soft Same Loud Sour Quiet Dirty Good Rough Heavy Wet Slow Bad Smooth Dry Sweet Fast Cognitive A 2.2 QUANTITATIVE (8) All Many None Full More Few Less Empty Lots Some Any Each Cognitive A 3.1 SPATIAL RELATIONS (12) Into Back Front Behind Under Here Middle Last In back of Bottom Beside Down Up In front of On Next to Between There First Cognitive A 3.2 TEMPORAL RELATIONS (7) Yesterday Early Before If-‐then Today Later After Tomorrow Last First Cognitive G 1.2 COUNTS 3 OBJECTS 1 2 3 Cognitive G 1.1 COUNTS AT LEAST 10 OBJECTS 4 5 6 7 8 9 10 Cognitive G 1 COUNTS AT LEAST 20 OBJECTS 11 12 13 14 15 16 17 18 19 20 Cognitive G 2.1 LABELS PRINTED NUMERALS TO 10 1 2 3 4 5 6 7 8 9 10
Organizing Your Data Collection System
For data collection to be efficient and ongoing, it must be integrated into the routines of the classroom. The following practices were developed for use in an inclusive preschool classroom with 20 or more students.
Teacher Tips for Developing a Data Collection System
• Prepare your data collection sheets for the week in advance.• Highlight the activities that you have targeted for data collection on your weekly lesson plan. This allows all staff members to review where data will be collected, at a glance.
• Use clipboards for data collection sheets. Consider marking the back of the clipboard with the area the data will be collected (i.e., Dramatic Play, Arrival, Small Group).
• Pick a day of the week to record collected data on the individual student progress records. The data cannot drive your instruction unless it is recorded and reviewed.
• Make a set of notebooks to store data. One notebook can be utilized for individual student progress records, another for completed data collection sheets, and a final notebook to store copies of frequently used data collection sheets to be copied and reused at a later date.