Observation is a common method of assessment in some subjects. For example, teacher training involves extended periods of classroom practice, which are assessed by observation of the way the student handles the class.

Laboratory work too is often observed for assessment purposes.

Practical training, from hairdressing to motor vehicle maintenance, generally involves observing and assessing the student in action. In these cases the use of observation is an explicit, formal part of the assessment system.

In many situations, however, observation goes on a good deal, but only informally affects assessment. For example in studio-based work the lecturer will spend a lot of time observing the students working, but the assessment is only of the end product: drawings, designs, plans or whatever. The final assessments are bound to be strongly influenced by the observations the lecturer has made of the way these products were arrived at. It might be fairer in such circumstances to be explicit about the role of observation and about the criteria actually being used (for example, speed of working, ability to learn from mistakes, use of equipment, etc.). These criteria should be listed for students to see, to make them aware of what the observation consists of and orient them towards better practice.

The reasons for observation are likely to fall into one or more of these categories:

× To assess knowledge and understanding;

× To assess group interactions;

× To assess communication skills;

× To evaluate the effectiveness of a particular aspect of the lesson;

× To provide a basis for support, guidance or intervention in group work.

In many areas where process is at least as important as product, there is scope for using observation in a formal way by, for example:

observing and marking laboratory practice instead of marking lab reports;

observing and marking students' seminar performance instead of marking their seminar papers;

observing students on field work (e.g. geology or surveying) instead of marking their reports and maps.

Cons

The main objection to using observation in assessment is that it is subjective and open to personal bias.

Without a concrete product such as a report a student cannot appeal to a second marker (though student teachers can appeal to an external examiner who then observes them teaching another class).

Suggestions:

Use observation checklists so that marks are related to specific behaviours rather than a global judgement;

Use clear criteria with marks awarded for each criterion;

Use records such as audiotapes or videotapes, which can be examined afterwards by a third party if necessary. They can also be used to give extra feedback to the student.

We need to make sure we know why we are observing group work. It is likely to be as simple as: "l will observe this group involved in the ATLAS activity to see if the individuals are working productively, or "l am going to observe this group discussing their interpretation of the results to the activity to assess the level of their understanding"

Know why you are observing

Know what you are looking for.

Plan your checklist.

Observing is fundamental to effective assessment, providing greater insight into students’ level of knowledge and understanding. By observing how they work, lecturers can assess students’ understanding and check for misunderstandings.

Talking to and listening to the students and noting observations.

Systematic observation of students while occupied with a particular task.

Noting informal observations made incidentally.

Recording observations on assessment sheets.