Context of Observations
                      CAPTURING CLASSROOM CONTEXT:
OBSERVATION AS THE LENS TO 
ASSESSMENT
 IN THE ACTION
• YOU ARE IN THE CLASSROOM ACTION.  YOU MIGHT BE INTERACTING WITH A SINGLE 
STUDENT, GUIDING A SMALL GROUP, OR HAVING A DISCUSSION WITH THE ENTIRE CLASS. 
  
• IN THE ACTION OBSERVATION ALLOWS FOR RELATIONSHIP BUILDING AND ASKING HIGHER 
LEVEL QUESTIONS TO EXTEND LEARNING. IT IS ESSENTIAL TO ESTABLISH REALISTIC 
EXPECTATIONS ABOUT HOW MUCH IS POSSIBLE TO OBSERVE AND DOCUMENT.  
• TOOLS FOR RECORDING COULD BE YOUR CO-TEACHER VIDEO RECORDING THE 
INTERACTION,  WRITING BRIEF NOTES, OR IF ALONE  YOU COULD USE A PRE-CREATED 
CHECKLIST TO DOCUMENT SKILLS .
OUT OF THE ACTION
• THIS METHOD OF OBSERVATION ALLOWS YOU TO 
FOCUS ON ONE CHILD AT A TIME. 
• YOU MAY WATCH HOW THE CHILD INTERACTS 
WITH OTHERS OR HOW THE CHILD APPROACHES 
A LEARNING TASK.
• TAKE 1-3 MINUTES TO STEP BACK AND 
OBSERVE ONE OR TWO CHILDREN. 
AFTER THE FACT
SUGGESTS TWO TYPES OF TEACHER 
ACTIONS:
•TAKING A MOMENT AFTER THE EVENT TO OBSERVE 
WHAT TRANSPIRED.
•REVIEWING STUDENT’S WORK TO REFLECT ON THE 
STUDENT’S LEARNING.                               
The student work on the right could be observed after the fact.
What are some observations you could make?  
What are some questions you could ask the student?
Cache said,
“This is my apron. I wear it to cook.
The little circle goes around my neck,
and the strings (pointing to the straight 
lines) go around my waist.“
OBSERVATION AS THE LENS TO 
ASSESSMENT
• IN THE ACTION
• OUT OF THE ACTION 
• AFTER THE FACT