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The text explains how missed letter identification during testing reflects assessment impacts on focus, then reviews accountability pressures that shift teachers away from “master observers.” It details digital tools for storing and sharing observations, such as anecdotal record software, e-portfolios, and assessment systems like Teaching Strategies GOLD.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":30,"@type":76,"position":81},"https://docshare.wps.com/document/technology/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-video-to-enhance-observational-assessment/600799/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-video-to-enhance-observational-assessment/600799.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is observational assessment important for young children in the article?","Question",{"text":112,"@type":113},"The article argues that observation remains an appropriate method even as alternative assessment forms are used. It also notes that accountability pressures can make teachers struggle to fulfill the “master observers” role.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What technology tools does the article describe for recording observations?",{"text":117,"@type":113},"It describes digital anecdotal record software and note-taking applications, including Evernote, Notability, Paper Desk, Livescribe, and Pear Note. It also highlights e-portfolios as a way to store evidence over time.",{"name":119,"@type":110,"acceptedAnswer":120},"How does video documentation support collaboration and follow-up?",{"text":121,"@type":113},"By embedding video within e-portfolio or assessment systems, teachers can share documentation with other professionals. The article also describes web-based and video-conferencing approaches that help consultants review observations and co-develop individual plans.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600799,1792436511,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":29,"category_name":30,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Using Video to Enhance Observational Assessment  \n\n| Technology can support developmentally appropriate assessment | Debbie Vera & |\n| --- | --- |\n| practices for young children. | Michelle Castilleja Trejo |\n\n“What letter is this?” the teacher asks. The child responds, “C,” looking at the teacher to see her response. When she does not draw a slash through the letter, the child knows he has missed it again. “G,” the child corrects himself, but it is too late. Looking disheartened, he attempts the next letter but misses it also. A downward spiral of missed letters affects the child’s focus during the testing session. As the teacher hurriedly documents the assessment, the child asks, “Can Igo play now?” The teacher responds, “In a few minutes we will be done.”  \nWith the current emphasis on accountability, the manner in which teachers assess has involved scoring children on specific criteria as they attempt to satisfy the requirements of outside funding agencies, state mandated assessments, or local assessment decisions. One study showed that teachers face difficult challenges and no longer fit the role of “master observers”(Schultz, Kagan,& Shore, 2013). Research by Carlsson-Paige, McLaughlin & Almon (2015) identified challenges related to how families of kindergartners have been questioned about their children’s Pre-K being too play-based, and the children labeled as “behind” when school began. CarlssonPaige et al. (2015) noted that the primary problem with assessment today is due to the implementation of the Core Curriculum and the subsequent increased emphasis on academics in the younger grades. According to this research, the influence of the Core Curriculum has increased the number of worksheets and whole group activities while also adding inappropriate methods of assessment.  \nBoth Carlsson-Paige et al. (2015) and Schultz, Kagan, and Shore (2013) valued observation as an appropriate method for assessing young children, even though alternative forms of assessment are being implemented. In this article we present a case study of a teacher engaged in developmentally appropriate assessment practices through the use of technology, specifically video.  \n4  Vol 44, No 2, 2016  \nTechnology Tools in Appropriate Assessment  \nThe use of technology in assessment has provided many new tools to assist the teacher. One improvement in technology involves additional ways to store observations. For example, computer applications allow teachers to record observations digitally through anecdotal record software. According to Bates (2013), anecdotal records can be documented digitally using applications uploaded to laptops or notebooks for safekeeping. Bates identified Evernote, Notability, and Paper Desk as examples of applications for recording anecdotal records digitally. Moreover, recording information through an electronic pen provides teachers additional avenues to develop amore inclusive assessment method. Livescribe (2015) uses a ballpoint pen to preserve audio recordings for listening and reviewing later. Handwritten notes created with the pen can also be transferred to the computer for storage. Additionally, the application Pear Note (2013) provides areas to save video files and anecdotal notes, thereby allowing teachers to locate all the documents in one application.  \nAnother method for storing observational audio and video files for assessments occurs in electronic portfolios or E-Portfolios. E-portfolios provide electronic storage of how a child progresses over time (Mindes & Jung, 2015) . The child’s portfolio includes teacher observations, child work (drawings, paintings, graphs, stories, writing), as well as video and audio recordings of the child playing, talking, and interacting. Using video as one form of documentation within the E-portfolio system allows for sharing with other professionals who also care for the child (Mindes & Jung) .  \nThe assessment program Teaching Strategies GOLD (2015) allows for integrating E-portf","cbCailOPRSBVRFZz","https://ap.wps.com/l/cbCailOPRSBVRFZz","pdf",298033,"English","# Using Video to Enhance Observational Assessment\n## Technology Tools in Appropriate Assessment\n## E-Portfolios and Assessment Systems\n## Evidence from Case Studies","[{\"question\":\"Why is observational assessment important for young children in the article?\",\"answer\":\"The article argues that observation remains an appropriate method even as alternative assessment forms are used. It also notes that accountability pressures can make teachers struggle to fulfill the “master observers” role.\"},{\"question\":\"What technology tools does the article describe for recording observations?\",\"answer\":\"It describes digital anecdotal record software and note-taking applications, including Evernote, Notability, Paper Desk, Livescribe, and Pear Note. It also highlights e-portfolios as a way to store evidence over time.\"},{\"question\":\"How does video documentation support collaboration and follow-up?\",\"answer\":\"By embedding video within e-portfolio or assessment systems, teachers can share documentation with other professionals. The article also describes web-based and video-conferencing approaches that help consultants review observations and co-develop individual plans.\"}]","Using Video to Enhance Observational Assessment | PDF",1792091405,18]