Technology for Data Collection

Collection of reliable assessment data on student learning and engagement using appropriate technology tools (6-10 pages).

Instructions

View the Riverbend City media simulation attached below to use as the context for your assessment:

Once you have completed the simulation, imagine yourself as one of the 8th grade teachers at Riverbend City Middle School who is collecting data to answer the question presented by your school principal. Complete and submit the following components:

• Articulate the strengths and weaknesses of technology tools for quantitative and qualitative data collection. Briefly annotate the characteristics of at least two qualitative and two quantitative data collection tools. (Walk through the different technology tools available to collect data, what they can do, what they cannot do, and whether they might work for your particular needs—formative assessment or summative assessment data collection, quantitative or qualitative data, et cetera.)
• Describe the tools you chose and the process you used to choose the right technology tools for data collection to answer the questions. How is your decision supported by research and best practices to choose the right data collection technology?
• Apply at least one qualitative and one quantitative data collection technology tool to collect valid, reliable assessment data on student learning and engagement. Submit cleaned up data that is ready to be analyzed.

RESOURCES

• Caruso, N. (2015, April 29). Students use clickers to get things to “click” in the classroom. University Wire.
  • This article is about devices that give all students (even the shy ones) a chance to participate.
• Dann, C., & Richardson, T. (2015). Deepening understanding of “pedagogical outcomes” through video data collection: A catalyst for guided reflective learning conversations. International Journal of Pedagogies and Learning, 10(1), 62–80.
  • This article examines the use of Catch Me Excel (CeMeE) software to help educators collect data related to pedagogical outcomes.

Web Sites

• Dyer, K. (2013, July 15). Digital technology tools for implementing formative assessment – Post one [Blog post]. Retrieved from https://www.nwea.org/blog/2013/digital-technology-…
• Burns, M. (2015). Empowering teachers with tech-friendly formative assessment tools. Retrieved from https://www.edutopia.org/blog/tech-friendly-format…
  • This resource includes ideas about using observations, checklists, and quick quizzes to gather data that will inform instruction.
• Dyer, K. (2016, May 24). Take three! 55 digital tools and apps for formative assessment success. Retrieved from https://www.nwea.org/blog/2016/take-three-55-digit…
  • Also from NWEA, strategies, techniques, and tools are available to teachers who use formative assessment in their classrooms.
• Common Sense Education. (n.d.). Top tech tools for formative assessment. Retrieved from https://www.commonsense.org/education/top-picks/to…
  • This resource has common sense ratings and links to formative assessment apps for everything from discussion to quizzing, polling, and student responses to interactive lessons and videos.

• Carscaddon, L., & Harris, C. (2009). Working the social: Twitter and FriendFeed. Library Journal, 134(11), 24–26.
• Hinduja, S., & Patchin, J. (2008). Personal information of adolescents on the Internet: A quantitative content analysis of MySpace. Journal of Adolescence, 31(1), 125–146.
  • Do adolescents use social media responsibly? This article seeks answers to this question through an extensive content analysis of randomly sampled MySpace profile pages.
• Reimers, S., & Stewart, N. (2009). Using SMS text messaging for teaching and data collection in the behavioral sciences. Behavior Research Methods, 41(3), 675–681.
  • The authors of this article experimented with ways to use SMS text messaging for student-instructor interaction in the classroom.
• Sullivan, G. M. (2011). A primer on the validity of assessment instruments. Journal of Graduate Medical Education, 3(2), 119–120.
  • This article is a quick run-down of how validity and reliability can be measured/determined. Topics such as field testing, pilot study, interrater reliability, determining the Cronbach alpha, et cetera are covered.

Web Sites

• Sullivan, G. M. (2011). A primer on the validity of assessment instruments. Journal of Graduate Medical Education, 3(2), 119–120.
• EdSurge. (n.d.). MasteryConnect. Retrieved from https://www.edsurge.com/product-reviews/masterycon…
  • This online resource helps teachers identify and track student mastery of Common Core state standards to inform teaching practice.
• Borno, S. E. (2014). Tools to collect and analyze field data. Retrieved from http://www.techsoup.org/support/articles-and-how-t…
  • This resource has information to help nonprofits choose effective tools to help them collect data about their programs.

 

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