Anecdotal Records: Practices and Methods in Preschool Assessment

Principal Investigator:
Wilson Rodrigues

Faculty Advisor:
Eleni Zgourou

Abstract:
This qualitative study explores the practices and challenges of creating and utilizing anecdotal records in preschool assessment, aiming to shed light on the methods developed by teachers and the support systems in place. Employing semi-structured interviews conducted via Zoom with preschool teachers, the study seeks to understand the integration of traditional and digital tools in documenting children's learning experiences and the administrative requirements influencing these practices. Expected findings include diverse strategies for managing documentation workflows, the impact of district requirements on teachers' practices, and the potential for policy changes to support effective assessment methods. The study anticipates uncovering teachers' nuanced challenges through thematic data analysis, highlighting the need for enhanced support and innovative tools to streamline the documentation process. The significance of this research lies in its potential to inform educational policy and practice, contributing to the development of more efficient and supportive assessment strategies in early childhood education.

Keywords: Anecdotal Records, Preschool Assessment, Qualitative Study, Teacher Practices, Educational Policy