Data Collection
Technology
has improved the process of data collection and analysis for teachers and
students (Roblyer & Hughes, 2019). Online surveys, spreadsheets,
statistical software, databases, and charts/graphs/visualizations assist in
gathering, organizing, analyzing, and sharing data.
In
my own teaching classroom, I have used technology to gather data in several
ways. I’ve created online questionnaires or surveys to assess prior knowledge at
the start of new units. I also use a grading app called Zip Grade to scan
students answer documents. In addition to providing quick feedback for
students, this gives me item analysis for each question, so I can see how many
people got each question right or wrong. If there is a big number wrong, I might
reteach that, or if there is just a small number of students who missed something,
I might pull out a small group too go over that material again. My school uses
Canvas for recording grades. This gives students the opportunity to track their
own progress online. My school also recently began to use MAP Growth assessments.
These tests are given in the fall, winter, and spring to track student progress.
In addition to providing feedback on achievement, the MAP program also offers teachers
with insight to guide instruction and intervention.
Additionally,
the data can be used to create projections for each student’s future achievement.
This kind of information is extremely beneficial. For example, Researchers
Kuhfeld and Tarasawa (2020) used the seasonal learning research from MAP Growth
testing, which reflects the decline of achievement over summer months, to
project the outcomes for students from school closures due to COVID-19.
Here
is the forecast for math achievement. The solid line is the average within-year
growth of measured from 5 million sample students in 2017-2018. The dashed line
shows the projected trajectories under a COVID slowdown, indicating student who
may maintain the same level of academic achievement as when schools closed. The
dotted line shows the projected trajectories under a COVID slide (like a summer
slide), indicating the loss of learning from shut down to reopening. Here is
the forecast for reading achievement. While there is not as much of a decline
as math, the projection does show significant loss, with students returning to
school nearly a full year behind in some grade levels.
Such
data projection provided educators with a call to action to be prepared to support
academically behind students as this new school year has begun. It has also shown
the importance of continued data collection and analysis for educators to guide
curriculum and instruction (Kuhfeld & Tarasawa, 2020).
References
Kuhfeld,
M., & Tarasawa, B. (2020). The COVID-19 slide: What summer leaning
loss can tell us about the potential impact of school closures on student
academic achievement. NWEA Research. https://files.eric.ed.gov/fulltext/ED609141.pdf
Roblyer,
M. & Hughes, J. (2019). Integrating educational technology into teaching
(8th ed.). Pearson.
