1. Anecdotal Records #10 What are anecdotal records?
Example: 9/25/2015
Jane Doe
Reading Comprehension
Jane read the passage “The Big Game” in 2 minutes 53 seconds. She used her finger to track the words as she read aloud. She read question 1 twice and asked what the word “sample” meant. She went back to the passage and found evidence of the answer to question 1 in the first paragraph after the teacher told her where to look. Her answer was one word and was correct.
What are anecdotal records?
Anecdotal records are descriptive, unbiased notes that are taken on students’ behavioral, developmental, social, or academic strengths and areas of need. The notes are taken in the form of a narrative where observations are written exactly as seen with no additional input or inferences made. Teachers take notes as they observe students in the classroom to reflect on student progress, assist in the assessment of students and inform instructional planning. The method in which the notes are taken is at the discretion of the teacher, but guidelines for appropriate note taking are followed to ensure authenticity of the experience described. Anecdotal records can be taken on students of any ability to observe the following areas: all academic progress, behavior, social interactions, language proficiency, and development in young children.
Why use anecdotal records?
Inform teacher planning in all instructional areas since the records describe areas of interest, student strengths, and areas of need.
Help track the development of students in all areas as well as help identify any delays in development for younger students.
Enrich communication with families by providing precise information on student progress. Teachers can refer to exact observances of a student when talking with parents.
Provide information to use in discussion and decision making with support staff.
Assist in the development and documentation of individualized education plans.
Who do anecdotal records benefit?
Students with learning disabilities- help teachers design differentiated instruction based on observations.
Students who are English Language Learners- assess language proficiency and areas of need.
Students with Autism- record specific social interactions and behaviors and demonstrate progress over time.
Students with ADHD- give evidence whether accommodations are working or need adjusting.

2. Methods for taking anecdotal records:
How to take anecdotal records?
Observe the student in the classroom, at recess, in the hallways, or during other times when the skill or behavior is demonstrated by the student.
Be objective while you are recording the event using the method of your choosing. Write down the facts exactly as they occur, do not try to interpret why the event is taking place, and avoid biased language.
Record the details that are witnessed. Answer questions such as who, what, where, when, how many, and for how long.
Organize the notes by student and skill or behavior observed to ensure easy accessibility for review.
Analyze and review the notes often. Use the information gathered through anecdotal records to assess student growth and areas of need.
Additional Tips:
If not written at time of observance, write the anecdotal record within 24 hours of the event
Take notes on only a few students per day
Write using the past tense
Don’t use the word “can’t”
Use abbreviations when possible
Use letters to tag the skill for easy reference
S= Strength
N= Need
U= Anomaly or unique action
Methods for taking anecdotal records:
Index Cards
Index cards for each student can be taped to a clipboard for easy access during class. When a behavior is observed, write down the descriptive narrative. At the end of the day, file the index card in a file box under each student’s name and compile like observations together.
File Folder with Labels or Sticky Notes
Carry a clipboard with sticky notes or labels containing the students’ names. As a behavior is occurring, write the entire observation or notes as a reminder of the observance. Have a file folder for each student containing separate sheets of paper with titles of behaviors commonly observed for that student. Peel off the label or sticky note and put it in the appropriate section. If a note was jotted down earlier, finish the description.
Digital Note Taking Apps
A multitude of apps exist for the purpose of note taking and can assist in taking anecdotal records. Electronic devices can be carried around during the day for easy access to the apps. In the app files for each student can be created and notes can be typed directly into their file. Pictures and audio recordings can be placed into the notes for later reference and evidence of student performance. Notes can also be tagged, grouping all students’ similar notes which can later be used for lesson planning and assembling groups.
References:
Bates, C. (2013). How do Wii know: Anecdotal records go digital. The Reading Teacher, 67(1), doi:
Boyd-Batstone, P. (2004). Focused anecdotal records assessment: A tool for standards-based, authentic assessment. The Reading Teacher, 58(3), doi:
McFarland, L. (2008). Anecdotal records: Valuable tools for assessing young children’s development. Dimensions of Early Childhood, 36(1), Retrieved September 23, 2015, from EBSCO Host.