Data Collection Methods

Data points were collected throughout my study using a variety of qualitative and quantitative methods. Each is described below.

Pre/Post Tests

District Common Formative Assessments, or CFAs, were used to quantify student growth from the beginning to the end of the study. I used Common Formative Assessment data because these assessments are clearly aligned with state and local standards, are challenging, and are written at students' zone of proximal development.

Each student completed the same thirteen-question, pre test and post test assessment in a whole group setting. I read the tests aloud to the whole group. Each question came directly from the district Unit 5 and 6 tests.

Pretest,posttest.pdf

Exit Tickets & Completed Independent Work

After guided small group instruction, students completed an exit ticket independently. The exit tickets served as a formative assessment and consisted of one to three questions to measure students' understanding of the concept from the day. Results informed the composition and instruction for flexible groups on Wednesdays.

Completed Independent work consisted of workbook pages provided from the district curriculum. Some students completed the worksheet independently before guided small group instruction. I then reviewed the work while they were at my table and we discussed their thinking and mathematical reasoning. Other groups met with me and we worked on a few problems together. I then had students finish the assignment independently at their next station.

I used previous observations and data from before the start of this study to help me determine which students would complete the worksheets independently and which ones would complete the work with me. Skill-ability groups were created using MAP data. My students in higher groups often were students who completed the worksheet ahead of the whole group prior to this study.

Collectively, the data from these sources assisted me in identifying students who required reteaching or extensions, mathematical misconceptions, and overall whole group and small group instruction.

Observations and Anecdotal Notes

During whole group instruction, I walked around the room and made observations and recorded observations twice a week for each student. I noted student comments or dialogue surrounding mathematical reasoning. I would write down some key points from their explanation or what their math drawing looked like. I chose this as a form of data collection because observations and recorded observations was something I had been using all year. I wanted to be more purposeful about recording ideas or misconceptions I noticed during this action research study. I wanted to use the observations to reteach or extend an idea during whole group and small group lessons. I rated their explanation and drawings out of 5.

Scores of 1 or 2 told me that the student was missing the key idea.
Scores of 3 or 4 showed me the student understood the key concept, but maybe was missing a piece of information and needed to be retaught or shown a model again.
A score of a 5 meant that the student had a fully accurate drawing and explanation.

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