Writing Anecdotal Record

An anecdotal record is an observational strategy utilized every now and again in classroom settings in which the onlooker condenses a solitary formative episode after the occasion has happened. Composed from memory, the anecdotal record archives the student's development and patterns.

Teachers generally make use of anecdotal records because its easy to utilize and quick to write. It permit teachers to record qualitative data such as child's particular behavior or the discussion between two learners. These information can help teachers design classroom activities and interventions. This will also supplement classroom assessment of teachers such as oral questioning and performance test.

Anecdotal records allow teachers to:

• assess development in physical, social, cognitive, and emotional areas;
• learn more about  the child as an individual;
• identify interests for the group or the individual;
• remember information;
• show progress and share information;
• assess the curriculum;
• gather data to drive various decisions
• provide information regarding a child's development over a period of time
• provide ongoing records about individual instructional needs
• capture observations of significant behaviors that might otherwise be lost
• provide ongoing documentation of learning that may be shared with students, parents and teachers

Some Guidelines for Writing Anecdotal Records:

1. Start with a statement, setting, date, time of day, name, and age of child
2. Describe the child's behavior NOT what you think of the behaviors
3. Use details of the child's behavior such as actions or comments
4. Write down the exact words used in the conversation
5. Being positive and objective, and using descriptive language are also important things to keep in mind when writing your anecdotal records. 

Different Areas that can be observed by Teachers

1. Physical Domain
• refers to behaviours involving the body
• can be grouped into gross-motor (large muscles) and fine-motor (small muscles) behaviours, as well as sensory skills (hearing, seeing, tasting, smelling, touching)
• Some examples of skills from the physical domain:
• runs with control over speed 
• draws straight lines 
• catches a large ball
2. Language Domain:
• refers to behaviours involving communicating (listening, talking, non-verbal communication)
• Some examples of skills from the language domain: 
• names familiar objects 
• enjoys looking at books
• uses two- word sentences
3. Aesthetic Domain
• refers to skills and behaviours used to perceive, respond to and evaluate beauty, both in the natural world and man-made objects
• Some examples of skills from the aesthetic domain: 
• explores new textures 
• shows a colour preference
• shares ideas about what is beautiful
4. Cognitive domain
• refers to skills used to know, learn and understand
• Some examples of skills from the cognitive domain: 
• follows instructions 
• names geometric shapes 
• sorts objects
5. Emotional Domain
• refers to the "inner life" of the child
• important elements of the Emotional domain are self-concept, self-esteem and autonomy
• Some examples of skills from the emotional domain:
• seeks out new experiences and materials
• separates easily from parent in the morning
• seeks out their transitional object (blanket, pacifier...) when frightened or upset
6. Social Domain
• refers to behaviours and skills used to establish and maintain relationships with others
• Some examples of skills from the social domain:
• initiates play with other children
• shares toys with peers
• has one or two preferred playmates

Sample Anecdotal Record:

References:

http://toddlers.ccdmd.qc.ca/observing/anecdotal_records

http://www.learnalberta.ca/content/mewa/html/assessment/anecdotalnotes.html