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Midterm Test
Read the following anecdotal report. Identify the 6 types of errors made, and explain the
errors, including examples. Be sure to capture all errors. Then, identify 5 types of bias
found in this report, and provide the specific examples from the report. Then, explain the
inappropriateness of these comments (how is this considered a bias?). Rewrite the report
without errors or bias.

Date: Wednesday Feb. 22nd, 2018

Student: Austin King, Chris Long, Jessica Share, and Andrea Whales
Setting: Computer Lab, Grade 12 Social Sciences Class
Purpose of Observation: To observe Austin and record situations or tasks that appear
challenging, and note how Austin responds to these challenges.

Austin was working on some paper, and couldn’t figure out what to do. Austin was looking in
the direction of his teacher, Ms. Richter, who was nearby. It seemed as though Austin was trying
to get her atention. Angry and confused, Austin stated allowed, “I can’t remember”, and “I don’t
really know what I am doing”. I tried to help him by signalling him over to me while observing,
but he didn’t even bother to respond to me. Austin approached three of his peers and seemed to
be seeking support for the assignment. Austin asked Jessica if she knew what she was doing. He
said some stuff to her. He then approached Chris, and asked Chris what he was talking about in
his assignment. When Chris shared the topic of his paper, Austin asked how this topic made an
impact on his life. Before that, he approached Andrea and said, “I honestly have no idea what
I’m writing about, unfortunately”. Chris and Andrea were friendly and helpful towards Austin.
Clearly Austin is not capable of handling these types of complex writing assignments. I’m not
sure why he was assigned this task. Austin returned to his workstation and seemed to be verbally
processing the assignment expectations. Speaking to himself, he said, “I want to have more
friends because I don’t…God damn it”. Austin was rubbing his face repeatedly. Austin continued
to speak to himself, stating, “God damn it…Because it’s just a….Because it’s a…..God damn
it”. Austin clearly has autism since he was repeating his actions and words. I learned about this
in my course at Sheridan. Austin does not act like his peers. He is immature and can’t handle
stressful situations. He then stood and looked at his peers’ work, when his teacher, Ms. Richter,
approached him. Austin expressed uncertainty with his assignment, and told Mr. Richter that
needed her help. Ms. Richter offered some direction and encouraged Austin to do some thinking
on his own. Austin returned to his work. The rest of the class was working quietly on their own,
at their workstations.

Summary/Analysis: Austin gets confused a lot! He needs to ask a lot of people for help! Austin
sought support from his peers, and asked for examples that he could then relate to his own
learning. It seems that when Austin is unsure of his next steps, that he repeats his thoughts out
loud. At times, it seems he uses this behaviour to signal the teacher that he needs help. In my
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professional opinion, Austin may benefit from learning how to appropriately ask his teacher for
help when needed.
Austin also mentioned wanting more friends. I tried so many times to get the other students to
hang out with him, but they don’t want to.

~ J. Knight
J. Knight, Educational Assistant

(Catherine - Can you please file this report? I am on my way out right after class today. Just ask
Mr. Lake to sign it first. Or just leave it with Kate, the secretary. She can give it to him
tomorrow.)
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Response:

Error Type Give examples of this Explain what was wrong

error from the report with this phrasing

1. Lack of clarity “attention” Incorrect spellings, should

be as ‘attention’
Reports should be written in
logical order and in proper
English (Fitzgibbon, 2018;
week 4).

“challenging, and” Use of comma before and is

“some paper, and couldn’t” grammatically wrong.
Report must use proper
English.

“Before that he approached This information is

Andrea…..” misplaced in report as
Austin approached Andrea
before going to Chris.
Information in the report
should be in logical order.

“Austin gets confused a lot! Exclamation should not be

He needs to ask a lot of part of report. Rather,
people for help!” reports are written in clear
and logical manner.

2. Lack of conciseness “Clearly Austin is not It seems as the personal

capable of handling these opinion of the report writer.
Reports should be based on
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types of complex writing logical facts and not
assignments. “ personal opinions. “All
documentation should
include the facts and only
the facts. This is not a place
to hypothesize, speculate,
and ramble on with
insignificant information.”
(Fitzgibbon, 2018; week 4).

”trying to get her attention” This reflects the opinion of

the observer, report should
be fact based.

“I’m not sure why he was Irrelevant. Lack of

assigned this task.” conciseness.

“Austin clearly has autism Lack of conciseness.

since he was repeating his Personal opinion interjected.
actions and words. I learned
about this in my course at
Sheridan.”

“Austin does not act like his Reporting does not involve
peers. He is immature and speculating or interpreting
can’t handle stressful the events. Rather clear
situations.” image of events should be
presented.
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3. Lack of completeness “Austin was working on ‘Working on some paper’
some paper” Detail is missing. It could be
written as “In English class,
Austin was working on his
personal assay”.
Report must include all the
relevant information in
concise form so that other
readers can have clear image
(Fitzgibbon, 2018; week 4).

“some stuff” The word some stuff does

not make clarity, it can be
interpreted differently by
different people, so needs
further details.

“Date: Wednesday Feb. Only one date is given and it

22nd, 2018” is not specified whether it is
reporting date or observation
date. Further, time of
observation is not given.

4. Lack of correctness “Setting: Computer Lab, Incorrect information as the

Grade 12 Social Sciences setting is English class and
Class.” not the social Sciences class.
Reports are honest and
accurate reflections of
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events (Fitzgibbon, 2018;
week 4).

“To observe Austin and The purpose of observation

record situations or tasks should not be only to
that appear challenging, and observe challenging task of
note how Austin responds to the child. “Observation is
these challenges”. “the ongoing process of
watching, listening, and
being attuned to students’
behavior, emotional states,
interests and abilities,
patterns of development and
progress in learning in order
to meet the needs of the
students, and assess and
evaluate their development
and learning” (Fitzgibbon,
2018; week 4).

“I tried to help him by It is unsuitable to write

signalling him over to me manipulative things
while observing, but he supporting yourself.
didn’t even bother to
respond to me.”

“I tried so many times to get It seems using

the other students to hang manipulations to give good
out with him, but they don’t image of oneself.
want to.”
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5. Lack of Confidentiality “Other students ‘name in the Lack of confidentiality.
report like Chris, Andrea, While writing report
Jessica.” educator must follow the
confidentiality laws and
policies (Fitzgibbon, 2018;
week 4).

“Catherine - Can you please Report should be kept

file this report? I am on my confidential. It should not be
way out right after class shared with any other
today. Just ask Mr. Lake to person/teacher.
sign it first. Or just leave it
with Kate, the secretary. She
can give it to him
tomorrow.”

“Or just leave it with Kate, Reports should never be left

6. Not kept confined the secretary. She can give it to others. Must be kept
to him tomorrow.” secure in lockers. Report
should never be left out for
others to read (Fitzgibbon,
2018; week 4).

Bias Type Give examples of this type Explain why this

of bias from the report statement was
inappropriate

1. Prior Knowledge “Austin clearly has autism Prior knowledge or

since he was repeating his experience has resulted in
actions and words. I learned
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about this in my course at the biasness in report writing
Sheridan.” (Fitzgibbon, 2018; week 6 ).

2. Confusing performance “Clearly Austin is not The way someone is

with competence capable of handling these behaving at a particular
types of complex writing moment depends on various
assignments.” factors like mood, health,
circumstances etc. So,
conclusions drawn from one
observation can be biased
(Fitzgibbon, 2018; week 6 ).

3. Vested interests “I tried to help him by This event is overstated and

signalling him over to me might have resulted from
while observing, but he anticipated outcome of
didn’t even bother to report on the report writer.
respond to me.” (Fitzgibbon, 2018; week 6 ).

4. Losing sight of standards “Austin does not act like his Making comparisons with a
peers. He is immature and standard could result in
can’t handle stressful biasness (Fitzgibbon, 2018;
situations.” week 6 ).

5. Time biases “It seems that when Austin Making generalisations with
is unsure of his next steps, one-time observation could
that he repeats his thoughts be biased. Observations
out loud.” should be made several
times throughout the day.
(Fitzgibbon, 2018; week 6 ).
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New Report:

Date of Report: Friday, March 16th, 2018

Date of Observation: Friday, March 16th, 2018, 8:30 AM
Student: Austin
Setting: English Class
Purpose of Observation: To observe Austin in a natural setting and to record behaviour unique
to him and to use this anecdote for the purpose of analysis of his final portfolio.

In an English Class, Austin was working on his personal assignment. He appeared to have
difficulty in doing his task and looked nervous. Rubbing his hands frequently, he was uttering
some words like “I don’t really know…..” and “I am trying to write it down, ok?” He was getting
up from his seat intermittently and looking around here and there and seemed to be stressed. All
his fellow classmates were engrossed in their own assignments on different topics. Austin
approached three of his classmates one by one and talked to them about their assignments and
tried to find some cues to proceed on his own task by asking “I am trying to figure out what I am
actually talking about?”, “I honestly have no idea…”. While talking to them, he was stammering
frequently and falling short of words to complete his sentences. All of them, though captivated
in their own assignments talked to him in a friendly manner. After talking to his peers, he
returned to his seat but appeared to be tense and could not commence work on his writing
assignment. He was rubbing his face with hands frequently, sometimes looking backwards and
occasionally talking to himself, “Like I want to have more friends because I don’t…God damn
it”, “Because it’s just a….Because it’s a…..God damn it”. While doing all this, he was repeating
his actions and words. He stood up again and atarted looking towards his peers’ work. His teacher
approached him and asked if he is okay. Austin told her that he just interacted with some of his
friends randomly but still couldn’t write his assignment. His teacher told him that he needs to
think upon it and try it on his own. After giving these directions, the teacher left his workstation.
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Summary
Austin was working on his personal assignment in class and was in stress as he was facing
difficulty in figuring it out. Talking to himself that he didn’t know how to proceed, he was
rubbing his hands frequently. While all his peers were engrossed in their own assignments,
Austin was getting up from his seat intermittently and was worried. He approached three of his
peers and interacted with them to get some idea to work on his own assignment. However, he
still couldn’t figure it out. Frequently talking to himself, he was repeating his actions and words
again and again. He told his teacher that he interacted with some of his friends but still couldn’t
write his assignment. His teacher advised him that he should try it on his own.

N. Sandhu
Navkiran Sandhu

References
Fitzgibbon, A. (2018). Assessment in Education: Week 4-6 [PowerPoint]. Oakville: Sheridan.
Retrieved From
https://slate.sheridancollege.ca/d2l/le/content/455223/viewContent/6200139/View