Data Collection
Student Achievement
Evaluating student achievement using bellwork
Quantitative data was collected before and after the new bellwork system was implemented to evaluate a change in student achievement. Student achievement was measured by the grades students earned on their bellwork assignments before and after the implementation of this action research.
The bellwork sheet contained space for students to complete five days of bellwork and space for a weekly reflection. Each day students had the first five minutes of class to get their bellwork sheet out of their binder and answer the question displayed on the board. These questions reviewed material from previous classes, asked students to explain their opinions, or helped students connect classroom content to their lives. Each of the bellwork questions aligned with the learning objective for the day. Starting each class period with these targeted questions was the best data collection method for my students that helps students engage in content and transition their thinking to Social Studies.
Student achievement was evaluated by collecting data on the grades that students received on their bellwork assignments before and after the implementation of this action research. The data collected before and after the implementation of the new bellwork sheet gives an overview of achievement and allowed me to gauge student growth.
Number of Missing Assignments
Evaluating the number of missing assignments
Quantitative data was collected to count the number of students who did not turn in their bellwork sheets; these were considered missing assignments, which were tracked in my grade book.
After students completely filled out their bellwork sheet, with five bellwork questions answered and their reflection box filled out, I collected them, graded them, and input grades. I used my grade book to keep track of which students had turned in their bellwork and which students had missing bellwork assignments.
The data collected, counting the number of missing assignments, gave me a way to gauge if students were decreasing the number of missing assignments they had. For students who were still struggling, I could make modifications to the system to help them be successful. Student progress was monitored during the study by keeping track of students who had more than one missing bellwork sheet in the grade book. Having the ability to make modifications made this the best data collection method for my students.
After looking through the students who struggled to turn in the first two bellwork sheets (on 1/16 and 2/1), I was able to have conversations with these students to pinpoint what kind of additional support each student needed. Most of the students needed to be retaught the bellwork process, specifically covering the step of clipping it into their binder. I had two students who felt really overwhelmed with the new system, and I was able to use informed decision making to create accommodations that worked well for their learning. For these students, they were able to keep their bellwork sheet in a folder at the back of the room until they felt comfortable with the other in-class steps. Both students were able to stop using their folder before the end of this action research and successfully turn in their completed bellwork sheets.
Anecdotal Reflection
Evaluating student anecdotal data
Qualitative data was collected from students in the reflection box of their bellwork sheets. This allowed me to get anecdotal data to gauge if my students felt the new bellwork system was helping them be more successful or if they had any concerns.
Right before student bellwork sheets were collected to be graded, students were given a question on which to reflect. Student reflections were recorded on their bellwork sheet in the reflection box. This gave students the opportunity to reflect on their work, their learning, and their organizational skills. Utilizing the reflection box was the best data collection method for my student that also allowed provided me anecdotal data from my students about how the new system was working for them. Getting this anecdotal information at the beginning of my action research allowed me to make necessary changes for individual students who had concerns with learning the new system.
The anecdotal data collected from students gave me an opportunity to gauge student growth and look at student perspectives of the new bellwork system. Getting immediate feedback from students gave me the opportunity to read what was working for them and make any improvements to my action plan that were necessary.
Student progress was monitored during the study by checking in with anecdotal data that was collected. Students responded to questions that indicated if the implementation of the new system was effective for them.
After the anecdotal data was collected regarding how students felt the new system was working for them, I was able to gauge if changes needed to be made. Students liked the new color and layout. Many students even commented that the stamps were motivating, so I bought new ink colors to drive further motivation for the students who liked the positive reinforcement.
