Observable Learning

I am noticing a common theme amongt a lot of the posts: that using observation to assess learning has a time and place- it is suitable in some situations and not as effective in others. I agree with this. I think that observation is just one way to assess how our students are doing. However, I believe that, in using a variety of assessment startegies in a variety of ways allows us as teachers to attain a clearer, mnore accurate view of our student's learning.

For me, observation played a major role in my formative assessment of the students. In a grade 1 class, I found that more learning was observable than not. Meaning, for grade 1s, where there is minimal written output compared to other grades, observation was very important in helping me determine what each student learned. More often than not, observation was a greater way to recognize the students' learning that anything else. Also, observing students in general allowed me to gain a greater understanding of their personalities, interests, and attitudes, allowing me to better understand them and support them. Watching how students interact with one another is also very revealling.It allows me to understand their social skills and ability to work and cooperate with others.

Overall, I agree with most posts that observation has both a time and place. My intention is simply to ask that you consider the role of observation in educational settings where students' written output, or ability to actually produce work, is limited. In these situations, I feel that observation is an invaluable assessment tool.