Data Collection - EDUC 630

 



Data Collection

Elizabeth Rader

 

Collecting data is extremely important for all school districts.  Using data properly helps drive instruction.  In my school district the STAR Reading and STAR Math assessments are used as benchmark data to show adequate yearly progress.  Cohen and Spenciner believe “the assessment of individuals should never depend on the results of one test” (2015, p. 302). Developmental Reading Assessment, often referred to as the DRA, is used to identify students’ reading level.  Data from each test is also used to place students with similar reading ability in Guided Reading groups.  It is utilized when referring students for RtI services and special education.  I also use Freckle and Moby Max to help reinforce and enrich instruction.  These programs not only have placement tests, but they also provide lessons for the students. 

In my classroom, the students chart their progress of the multiplication facts that they have mastered.  Bar graphs are used to record books they have read during the month.  The students maintain leadership binders in which they make goals of what they want to achieve, track their grades, and record it in a graph. 

The grade tracker has been a method that the students and their parents have appreciated.  Each student comes up with a goal for themselves for the week or month.  It gives the students something to work towards, builds self-esteem, and it encourages communication concerning grades and expectation between the students and their parents. 

Roblyer and Hughes noted that when teachers can make concrete representations that help the students to visualize what they are learning, effective teaching takes place (2019, p. 133).  Generally, third quarter is when the students’ grades tend to dip. However, since using the grade tracker in math, this has not been the case.

References

Cohen, L. & Spenciner, L. (2015). Assessment of children and youth with special needs (5th ed.). Pearson Education.

Roblyer, M. D. & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines (8th ed.). Pearson.

Comments

Post a Comment

Popular posts from this blog

Assistive Technology Discussion - EDUC 630

Roblyer and Hughes (2019) suggest that implementing technology into the classroom also serves as a way to implement student-centered instruction (p. 415).   Whereas assistive technologies are commonly thought to help students with special needs, Grabiec (2017) has noted that “students without learning disabilities (are) learning more effectively using text-to-speech and speech-to-text tools—they read longer, write longer, and show a great improvement in spelling” (para. 1). A common misperception is that “assistive technology is primarily for students with significant or severe disabilities” (Sullivan, 2019, para. 12). However, technology and assistive devices can be utilized in the classroom to meet the needs of all the students.   These devices can range anywhere from low-tech to complicated technology.   In my classroom over the years, some of the assistive technology that I have commonly utilized has been graphic organizers, post-it notes, graph paper, and bookmarks...
Read more

Gaming in the Classroom

Lesson Plan             Within my reading curriculum is a list of vocabulary words that the students are to know each week.  Each day throughout the week the students work at familiarizing themselves with the words.  Although the there is an online component to study the words, after completing the same activity each week, the games lose their effectiveness.  In this lesson, Kahoot! will replace the daily vocabulary review. Reflection The program utilized in this lesson is Kahoot!.  It is an internet based program that allows teachers to engage their students in the lesson.  Through Kahoot! teachers are able to create review activities and share them with colleagues.  I have heard nothing but good about this program and it seems to motivate students.  In RATifying this lesson, Kahoot! replaces the independent studying that would take place before the assessment (Roblyer & Hughes, 2019, p. 66)....
Read more