5.7: Interpretation and Evaluation
- Page ID
- 232022
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Explain the distinction between observation, interpretation, and evaluation.
- Identify how to separate objective observations from interpretations and evaluations.
- Describe the importance of making multiple observations before forming interpretations or evaluations.
As humans, we interpret the world around us each minute we are awake. For instance, have you ever sat on a park bench and "people watched"? Of course, we have all watched other people interact while we sat by and made our own interpretations.
Interpretation
Interpretation means going beyond our own objective descriptions and explaining or giving them some meaning (Bentzen, 2009). For instance, if you were sitting on a park bench and saw an elderly woman fall and the person next to them helped pick them up, you might interpret that observation to yourself: "That person is very kind and caring. Not everyone would have wanted to get involved and help that woman." This is an example of interpreting an observation.
Another way of thinking about interpretation is to add an explanation. If you think about interpretation/explanation together, you can expand the definition to a way to attempt to provide additional information that might make your objective descriptions more meaningful (Bentzen, 2009).
If we go back to the example where the elderly woman fell, and your interpretation was that the person who helped her up was "kind and caring," do you know if this person was kind or caring? Not really.
You observed the person who helped in one situation. You cannot create an accurate interpretation after only one observation. To accurately interpret a person's ability or inability, one must observe multiple times in various situations before making any interpretation or explanation.
Observing young children more than once is required before you, as the observer, can accurately interpret or explain the child's behavior. If you interpret too early before you have made multiple observations, you could very well be mistaken. This mistake could lead to a faulty evaluation.
Evaluation
Evaluation is a very dangerous part of the observation process. This is where the observer applies their values and attitudes to the child's behaviors, characteristics, and personality (Bentzen, 2009). The evaluation process is a time when labels can be thrown out when discussing the child's behavior.
Labels can be damaging to the child and family. For instance, if you observe a four-year-old child during the first week of school and label the child "unwilling to participate," you could be judging the child without all the facts. Separation anxiety is very common in the first weeks of school for a young child, especially if this is the first time they are in a group care situation. A label of "unwilling to participate" was made too hastily, and the child was not given enough time to adjust to the new situation.
As you observe young children, you will need to interpret and evaluate their behaviors. Interpretations and evaluations must be made after multiple observations have been recorded on the child. Then and only then, the observer must separate the objective description of the behavior from the interpretation/evaluation (I/E). There are multiple ways to format your observations to keep objective descriptions separate from interpretation/evaluation. One of the easiest ways is to include the interpretation/evaluation right after the observations.
Example 1
The following chart gives an example of how to keep observations and I/E separate:
"Chart for Keeping Observations and I/E separate". by Peterson et.al., 2020. Accessible version found on page 20.
Example 2
Another example could be to use two boxes:
| Observation | Interpretation/Evaluation |
| Keep observational notes on this side. | Use this side for the interpretation/evaluation of the observation. |
References, Contributors and Attributions
This section is a derivative from:
Peterson, G., Elam, E. & Studinka, D. (2020). Observation, assessment, and participation in early childhood. College of the Canyons, CA. https://www.palomar.edu/childdevelop...rly-childhood/ CC BY 4.0.
Bentzen, W. R. (6th ed.) (2009). Seeing young children: a guide to observing and recording behavior. Thomson Delmar Learning.