Observation: Early Childhood Education

Topics: Animal, The Animals, Question Pages: 7 (2627 words) Published: July 4, 2013
Assessment of Learning 2

Submitted by:
Rodeza Lopez
BEED – early childhood education- 3rd yr.

I. Introduction
This observation is conducted primarily to experience or see a teacher in action conducting her assessment and critic the way or methods the teacher used in assessing her students whether if it is effective or ineffective, its strengths and weaknesses in line with the assessment methods that were tackled in class. This is also to test my ability in conducting assessment to students and provide a feedback on how well I applied the concepts I learned and a reflection on how I can be more effective or improve my assessment strategy.

The class that I observed was in Grade II – Lilac under Mrs. Carolyn Menuza in the University of the East Laboratory School. I observed their Science class on September 12 and 13 (I also did my own assessment the day after my observation). The students were mostly 7-8 years old and they were 31 in total. The students in this class were mostly very attentive although there were a few who were not paying attention. They also have a very stimulating environment; the materials inside the classroom were of different colors and the walls are painted with light pink and green colors. The classroom was also big enough for the class size.

II. Observations and Experiences
September 12,2012
The lesson they had was just a review of their unit which is about animals – their habitat, movement, body parts and ways on taking care of them. The teacher assessed the students by using their workbook in Science. The teacher explained the instructions and gave an example. In the worksheet it says there, On the line, write W for water animal, L for land animal, and B for both water and land animal. She used the first question as an example, she said “so, where can we find a frog, water, land or both land and water?” the students answered both land and water and teacher replied “what are you going to put on the blank?”, “B” the students responded. The children were given 15 minutes to finish the worksheets but she extended the time because some are not yet done answering. While the students were answering, some were playing, some already finished and some has not yet started with anything. Those who finished first would look at their classmates work and if it is wrong they would tell their classmate and some would even bully if that classmate got it wrong. One student told the teacher that his classmate is not minding his own work and then, the teacher scolds both of them and would command the student to go back to his seat. The teacher spent a lot of time disciplining the students. After 20 minutes, the teacher asked the students to line up and she will check their answers. September 13, 2012

The materials I used in this assessment were cut-out pictures of animals living in water, land and both in land and water, a flannel board, placards with the different animal habitats written on it and clothes rack. The first part of my assessment task is to identify the 3 habitats of animals, and then the students have to place the animals on the habitat they belong to. The second part was to use the animals in checking if the students know the animal movements and their body parts and making them perform that particular movement. The last part was to ask them if they have pets at home, and how they take care of them. I started with a greeting to my students (I didn’t have to introduce myself because I have been observing the class several times for a requirement in one of my subjects). I started by asking if they still remember what they tackled in Science yesterday with teacher Carol, and they said in chorus that it’s about animals. The students were really curious about what I brought in the classroom, and I told them that it’s a flannel board which you can stick thing on it. Then I went on with my assessment task. But first, I told my students that I will only call...
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