Data Collection
Collecting Data for Engagement
Engagement data was collected through video recordings and written notes of each group. During the teacher station, note station, and fact practice station, I would set up two iPads to record students, and a graphic organizer with each group was filled out by my CADRE Associate and me. Increasing engagement was something I wanted to increase through math rotations since I saw a lack of students engaged in the beginning of the year during whole group math lessons. In the month of February, we recorded rotations twice a week, and filled out observations on the graphic organizer every day in order to note off task behaviors. Some behaviors that were labeled "off- task" included: non-math conversations during rotations, heads down on desks, laying down when on the floor, or not participating in group work. Overall, taking notes every day on each individual group and watching students on videos allowed me to take notes and address off-task behaviors that could possibly prevent students from learning.
Collecting data for fact fluency
Video.movFact fluency was tracked in multiple ways during the fact practice station. The top two ways I tracked fact fluency for each student was through timed mixed-multiplication tables and from the Freckle fact practices. Two times a week, students timed themselves as they completed a mixed-multiplication table. Students had five minutes to try and complete 81 different multiplication facts. After the five minutes were up, students would track their progress on a multiplication fluency chart, and mark the number of facts that were answered correctly. When it came to Freckle fact practices, students practiced their facts from all four operations on this application twice a week. On Freckle, students were able to complete their fact practices up to two times per day, and they would get coins based on the number of facts they answered correctly. At the end of each fact practice session, students would be able to see their accuracy and the number of facts they answered incorrectly. When it came to the teacher dashboard of the application, I was able to see the overall accuracy of each student. Since I was able to view the overall accuracy of each student, I was able to see if students made progress each month. On one of the days, students also practiced their facts through task cards or card games. Having a variety of ways to practice facts not only helped them learn their facts, but they also promoted engagement and collaboration as students would not be bored doing the same activity every day. One card game that students enjoyed was multiplication war. Every student would have a certain number of cards, and they would battle against each other to solve multiplication facts. Students would sit in a circle and put a card out, and they would multiply their card by the card that the dealer put out. After the students multiplied and found their product, the student with the highest product would win the round. Overall, having a variety of ways for students to practice their math facts promoted engagement, collaboration with peers, and the high volume of fact practice examples throughout the week allowed students to strengthen their skills on all four operations.
Collecting Data for ACHIEVEMENT in mathematics
Topic 15 Pre-Test
Topic 15 Post-Test (pg. 1 of 2)
Topic 15 Post-Test (pg. 2 of 2)
When collecting data to track math achievement, I administered a pre-test and post-test before starting a new topic. During my data collection, I was able to administer three pre-tests and post-tests over three different topics, and I was also able to give them a cumulative test of all three topics at the end of my data collection. The following screenshots shows all of the content that I covered from the end of January to the beginning of March:
The pre-tests were made before the start of each topic in order for me to know each student's prior knowledge on a topic. When making the pre-tests, I would look at the end of topic test in order to know the types of problems on which I would check their knowledge . The pre-tests were crucial data collection pieces because they were used to help me form differentiated leveled groups that students would be in for the duration of the topic. By having students do a pre-test before a topic, I was able to know what accommodations to make for certain groups, and I was also able to meet students where they were based on their needs during the teacher station rotation. My goal for the pre-tests was to see what students knew prior to the topic and the skills that needed to be emphasized during instruction; my hope for my students was to see growth on their post-tests for each topic.