Children's work can be documented in many ways. In their book, Windows on Learning: A Framework for Making Decisions, Judy Helm, Sally Beneke, and Kathy Steinheimer (1997) define five types of documentation which include portfolios, project narratives, observations, products, and child self-reflections. Through the use of technology, each of these forms of documentation can become a powerful record of experiences, events, and abilities. Digital cameras, printers, scanners, and even PDA's or Personal Digital Assistants, can be the tools for documentation. Teachers and families can capture children's experiences and record them for future use. Examples of technology for each form of documentation are provided here.
A child's portfolio is a collection of work that may include writing samples, artwork, computer products, digital pictures and a list of books read. The process of collecting work can be beneficial to children in that they take an active part in deciding which items to keep in their portfolio. Children evaluate their own work and take pride in their products. They also realize the value of each piece of work and what they do has importance. Teachers review the work with families and children at the end of the year to show progress in literacy and other skill areas.
Children's writing and drawings, photographs, and videotapes can be captured and preserved in digital format. When combined with observational notes, results from assessment instruments, and copies of children's creations in HyperStudio, this collection can become a technology portfolio.
View Children and Portfolios PDF
Portfolios may include:
Narratives are written or auditory records of children's learning experiences. Children may tell stories that an adult can record and review to assess their progress. Family members may also be the source of information on children's literacy skills. Teachers may interview parents during a conference period about children's home literacy activities. Journals may also be sent back and forth from the teacher to the parents as a form of communication about literacy and other skills. Journal entries can then become narratives. Teachers may regularly record their own thoughts which also become narratives on literacy progress.
Visual displays can be a powerful form of documentation. Teachers and parents can capture children's products and experiences through photos taken with a digital camera. These images can be printed and displayed individually or as part of a collage of pictures related to a particular project. Narrative should be included with the pictures to explain the children's participation and learning in the project. The digital pictures and narrative can be displayed on a large wall area in the classroom or hallway for children and their families to enjoy.
Project Narratives may include:
As defined by Project ELIPSS, observation is the process of systematically looking at and recording children's language and literacy behaviors in order to monitor their progress and make decisions about appropriate activities and experiences. Observations can be recorded through a variety of methods. The approach will depend on your own style and situation. One of the most important parts of observation is that information is recorded systematically. Time should be set aside each day to record mental notes taken throughout the day and each week to review notes recorded during the week.
Anecdotal notes are brief logs about children's participation in literacy activities. This type of note is usually written after the event has happened. To be the most accurate, these notes should be written as close in time to the event as possible. The anecdote should factually describe the event and its context and include words spoken by the child.
A checklist is another way to record information about the child. Checklists provide us with information on whether a behavior is present or not, however they do not tell us anything about the quality of the behavior. Technology can be used to record observations either in note form or as a checklist. A PDA (Personal Digital Assistant) is an ideal tool for taking notes on children in the classroom and to mark behaviors observed on a checklist.
Teachers in Illinois' Early Learning Project use a special version of the Work Sampling System to record children's behaviors in literacy and other areas.
Observations may include:
Although the process the child goes through to produce their own creation is critical to assessment, the items produced by the child can also be a source of information.
Children's products, such as writings and drawings, can be evaluated according to established stages of art and writing development. The Center has developed an Expressive Arts Rating Scale which can be used to assess children's artwork. Project ELIPSS has developed Stages of Writing to assess children's emergent writing skills.
View Expressive Arts Rating Scale pdf
View Stages of Writing PDF
Children's products can be captured in digital format for assessment purposes and to showcase their accomplishments. A group project, such as the making of a giant whale, can be videotaped and produced in a movie software program, such as iMovie. The movie can be copied for families or shared at a school family night event. Printed versions can also be made into a class book.
Children's thoughts about projects and activities provide another type of documentation. These thoughts which may be recorded in written, audio or video format reflect children's feelings and knowledge. Teachers and families can guide children's learning by providing time for children to review their words and expand on their thoughts over time.
Technology can be the medium for recording self-reflections. Interactive software, such as HyperStudio or IntelliPics Studio, provide a framework for writing text, recording voice, and inserting video clips. Children will enjoy reviewing their thoughts and sharing them with family members in this interactive format. Images and words can also be recorded in a slideshow format.
Child Self-Reflections may include:
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