MAQ :)

1. PHYSICAL DISTURBANCES
Fatigue is an obviously limiting condition as are illness and physical
discomfort. These conditions can distract observer and take one’s attention away
from the task at hand.

2. PSYCHOLOGICAL DISTURBANCES
Personal problems, anxieties and fears, or trying to do too much at once
may also affect the observer.

3. EXTERNAL ENVIRONMENT
Noise, extreme temperature, poor lighting, crowded classrooms and other
external environment sometimes limit the observer’s perception.
Many of these variables are beyond the personal control of the observer, but
the ability to recognize their effects may be invaluable.

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4. OBSERVER’S PERSONALITY
Lay and Dopyena (1997) as cited by Bentzen (1993) refers to this problem
as “sorting out YOU from what you view”. Our individual experience, attitudes,
needs, desires, and fears tend to act as “filters” through which we not only process
what we observe, but which also affect what we notice.

5. BIASES
We all have biases and these could not be completely eliminated. The
observer must be conscious of them and should try to control them. In order not to
lose the objectivity of the data, the observer should try not to be influenced by what
he likes, dislikes or what he accepts or does not accept, and not to pass judgment on
children or make statements that reflect poorly on the child’s character or worth.

6. SETTING OR SITUATION
The setting, which could influence observations, includes such things as
the size and arrangements of the physical space, the equipment and materials
available to the children, and the observer. These can limit the observations by
making it difficult to stay close to a particular child or to be unobtrusive.

MAQ :)
Richarrz (1980) as reported by Bentzen (1993) identified three categories of
errors which one can make in one’s observational data

1. ERRORS OF OMISSION
This error occurs when information that is important or helpful to
understanding a child’s behavior is left out. The observer should include enough
information to provide a complete picture of what happens during a behavioral
episode. A complete picture will help the observer from broader and more
generalized conceptions of a particular child.

2. ERRORS OF COMMISSION
Errors of commission occurs when the observer includes more information
than is actually present in the situation.

3. ERRORS OF TRANSMISSION
The fault lies in recording the behaviors observed in improper sequence.
This can be a serious mistake, for it is frequently the order of events that gives
them meaning.

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THREE ASPECTS TO THE OBSERVATION PROCESS

1. OBJECTIVE DESCRIPTION
Is referred to as reporting, which consists of recording what the observer
sees as precisely and completely as possible.

2. INTERPRETATION (EXPLANATION)
This is going beyond the objective description, trying to explain or give
some meaning to an observed behavior.

3. EVALUATION
This refers to placing a value on or judging the worth of something. It is
during evaluation that the observer applies her values and attitudes to the
child’s behavior, characteristics, and personality.

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Goodwin and Driscoll as cited by Bentzen distinguish formal and informal
observation and describe several distinctions which they label:

1. OPEN OR CLOSED
Recording techniques may be classified as open or closed. This
classification is based on whether raw data is preserved for analysis. Raw
data are empirical descriptions which have undergone interpretation by
the observer. Open methods preserve raw data while closed methods do
not.

2. DEGREE OF SELECTIVITY
Is closely related to openness and closeness, determines how many
behaviors are targeted for observation and recording. Some method are
unselective; no specific behaviors are chosen ahead of time and almost
everything that occur is acceptable for observing and recording. Other
methods are opposite; the observer records only specific behaviors that
has chosen before starting to observe.

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3. DEGREE OF OBSERVER INFERENCE REQUIRED
Drawing a conclusion based on data or evidence. It is referred to as one’s
interpretation. Inferences or interpretations are based on observable behaviors
but are not directly observable. The information is an input from the
environment through the physical senses and given meaning through a mental
process.

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FORMAL METHOD

Are conducted in a highly structured manner which involves:

1. Defining categories carefully

2. Constructing elaborate data forms
3. Training observers and establishing their interreliability
4. Recording data
5. Analyzing and interpreting data
This method emphasizes a careful way of carrying out the procedures and
is usually chosen for research studies. Both formal and research are highly
controlled activities.

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INFORMAL METHOD

Involves a “less structured and less elaborate” approach to

observation. This method is more suited to “instructional planning and
day-to-day program operation”. Informal observation also called
“naturalistic observation” which is describing behavior in the natural
setting. This method may be easier and may lack tight control but these do
not mean that accuracy and dependability are sacrificed.

MAQ :)