ABSTRACT
As mentioned several times previously, the primary method of assessing student classroom behavior and effort is observation. As McMillan (1997) suggested, these observations are typically informal, meaning that the “observation is unstructured in the sense that there is no set format or procedure” (p. 108). At the same time, however, informal observations do have a focus and purpose. Actually, there are two general purposes. The first is to gather information to make instructional decisions (e.g., Should I speed up or slow down? Should I stop talking and move to an activity that will wake them up a bit?). These observations have a group focus. The second purpose is to identify individual students who may be having difficulty and need more attention or a different venue. Obviously, these observations have an individual student focus. For these students, a movement to more formal observations may be necessary as more specific and precise information becomes warranted.
