METHODS OF COLLECTING DATA

METHODS OF COLLECTING DATAChecklist Conferences and InterviewCHECKLISTA list that specifies many attributes, such as behaviors, traits, assignments, or skills.When that attribute is seen, some method is used to either check it off or indicate the number of times it was present.

TYPES OF CHECKLIST1. STUDENTS CHECKLIST2. TEACHERS CHECKLIST3. OPEN ENDED CHECKLIST

STUDENT CHECKLISTChecklist that are used by the students.

Sample ChecklistPing Hew was using action research to study writing workshops in her fifth-grade class. As part of this, each student had a portfolio they were required to maintain that included, among other things.At the end of every class, put a tally mark behind any activities done in every session. Weekly Checklist for September 1-30 1999

Generating/PrewritingDraftingRevisingEditingConferencing/talkingReading OtherWriting topics:Things I have questions about: Special skills learned or used:

TEACHERS CHECKLIST

Can also be designed for use by teachers to indicate exactly what skills have been introduced or mastered and when.Helpful in guiding instruction and providing evidence that skill have been covered.

Writing Checklist For Second and Third Grade StudentsStudent: ____________________________________

Describe the students progress using the following key: 3= very much, 2 = some, 1= very little, 0 = not at allUses invented spelling to hold ideas.Can spell most words on the 100 MWF list.Uses capital letters for beginning of sentences.Uses periods and question marks.Displays a willing attitude toward writing activities.Is able to write attentively for about 15-20 minutes.Able to brainstorm ideas for writing. Knows what nouns, verb s, and adjectives areHas ideas to shareIs able to organize ideas.Is able to talk about his or her writingIs able to write an acceptable rough (first) draftAble to edit or revise the rough draft effectivelyUses complete sentences ATTRIBUTES DATESWords per fifty (WPF) spelling scores: Observation or comments:_____________________________________________________________

OPEN-ENDED CHECKLISTS*Contains a list of skills with enough space for students to describe their ability, understanding or usage of each skill.*Provides an accurate indicator of students level of understanding and also enables you to plan instruction to meet specific needs.

Capitalization of namesThere versus TheirAdjectivesWriting DialogueParagraphsCommas WRITING SKILLSSKILL EXPLANATION OF HOW YOU USE EACH SKILLS

CONFERENCESOne or more students talk about their work or some aspect of classroom functioning.Can be conducted individually or in small groups.INTERVIEWSStudents respond to planned questions, which are best conducted on an individual basis.CONFERENCES AND INTERVIEWS

INDIVIDUAL STUDENT CONFERENCESStudent should always do the majority of talking and lead the conversation in a conference.Exchange is open ended, and teacher questions are used simply as prompts to get students talking.Can last anywhere from 2 to 15 minutes.

Sample Problem and Questions for Students Conferences.In Jason Hinkles ninth- grade biology class, his students are assigned conference time to talk about their projects, which include a series of experiments and lab reports. Knowing they are going to meet with him, students are able to prepare and make sure they have something to say.

Hows it going?What are you working on?Tell me about that.What is something you seem to do well?What might be something that gives you problems? (Tell me about that.)Read part of your story.Do a long division problem, and talk out loud as you are doing it.Tell me what you do in a cooperative group.What skills have you learned?What part of science is most interesting to you?What is something interesting or important that you have learned in our social studies class?

Lay Z.8/239/1310/4Kris W.8/239/1310/4Luhan X.8/239/1310/4Kai K.8/249/1410/11Ashley C.8/249/1410/11Camille D.8/249/1410/11CHECKLIST FOR INDIVIDUAL STUDENT CONFERENCE DATES

SMALL GROUP CONFERENCESMeet with 3-8 students at one time.An effective data collecting method in that you are able to see a number of students fairly quickly and watch them interacting with each other.Valuable teaching tool because students are able to hear and respond to the thoughts of other students.Little talk from the teacher.Can also be adapted for use in a variety of situations like:Good books, current or historical events, research projects, writing projects, moral dilemmas, math skills, problem solving skills, textbook reading assignments, Homework problems or personal issues.

RULES FOR SMALL GROUP CONFERENCES

CHECKLIST FOR SMALL GROUP CONFERENCESGROUP: ____________________________ Date: ________________________YESNOSOMEThe group stayed on task. Everyone responded or ask a question.

The group used time wisely.Everyone was prepared for the conference.INTERESTING OR IMPORTANT IDEAS1.2.3.

INTERVIEWSDiffers from a conference in that an interview has a specific set of questions prepared in advance and is teacher directed.Questions should be asked in the same order each time to maintain consistency.TIPSKeep your interviews short ( you can always ask follow-up questions.)End each interview with an open-ended question, such as, is there anything else that you want to say about?Do not try to take detailed field notes during the interview.Keep your focus on the responses and follow up questions.Use an audio tape to record the interview.

Which would you rather reads? (a) Fiction (b) science fiction (c) nonfiction (d) historical fiction (e) mysteries.What is your favorite reading genre?Name a very good book or your favorite book.Tell me what you like to read.Tell me about your reading.

Closed response

Open -endedHIERARCHY OF INTERVIEW QUESTIONS

VIDEO AND AUDIOTAPESProvide you with information related to students nonverbal behaviors their location or movement throughout a lesson.Audiotapes are quicker, easier, less intrusive, more natural and easy to listen.

DATA RETRIEVAL CHARTSData retrieval chart (DRC) are visual organizers that are used to help you (or your students) collect and organize information.

FEMALESMALESPieCakeCookieNoneStudents in Pam Bauers fifth grade class created the DRC to determine the kinds of desserts chosen by the students. Tally marks were used to indicate the numbers of times each dessert was chosen.

Use tally marks to indicate the numbers of times each dessert was chosen.

RATING CHECKLIST

Specifies traits you are looking for in a product or performance and allows the observer to assign levels of performance to each trait. Uses one word indicator. Students evaluated their own level of performance on one side, and the teacher evaluated their performance on the other.

STUDENT SKILL TEACHER3Observe and describe33Create a graph32Weighing32Predicting2Organize data- create groupsConcludeUse a lab reportSCIENCE SKILLSKey: 4= outstanding, 3= very good, 2= average, 1=low

Students: ______________________________________Teacher: ______________________________________Grade: _________________Comments: