Note-taking presents one of the simplest forms of observational assessment techniques, as you do not need to have any structure. In short, note-taking is a free-form style of assessment. Begin by giving a group of people a task. Thereafter, begin walking around the classroom or office and start taking simple notes on pertinent information. For example, write down notes on how much certain people are engaged in the topic, completion times and the rate of completion. Since note-taking has a free-form structure to it, you can decide on the notes you need to take. Just make sure that your note taking does not interfere with your ability to talk, manage and otherwise perform your job. As such, make simple notes or devise a shorthand way of writing.
Checklists have a predetermined structure that you can use to make your assessments. Begin by creating categories in your checklist that you believe present the most important aspect for which you must watch out. For example, suppose a teacher gives a class a complicated reading assignment to be completed in class. The teacher can check off either "yes" or "no," whether all the students finish the reading assignment during the allotted time or whether all the students remain focused during the allotted time. This method gives less opportunity to make personal notes, but allows the observer to watch more carefully due to the simplicity of the check system.
Think of rating systems as a more complicated version of a checklist. Instead of a simple "yes" or "no," observers can rate certain categories to be decided by the observer. A simple rating system involves three tiers: good, average and bad. You can also use a number rating system, 1 through 5, with 1 representing poor results and 5 representing excellent results. Use the rating system that gives you the best observational information.
The interval checklist records the occurrence of certain events in your setting. This gives the observer integral information regarding the frequency of certain events, either positive or negative. For example, suppose you're conducting a business meeting about new sales goals. An interval checklist that allows you to record how many questions are asked during the meeting helps inform you on the effectiveness and clarity of the business goals. This, in turn, helps you refine the message, if necessary. Again, create a checklist with the categories most pertinent to your situation.