Data Collection- Internship

In order to gain insight into my wondering, I collected various types of data. First, I collected any records my teacher had that related to my students’ reading comprehension, which consisted of FAIR records and AR (Accelerated Reader) reports. These were very helpful to use as a diagnostic assessment to see where each student is at before implementing comprehension strategies. I wanted to see which reading levels my students were on and if they were able to pass comprehension tests at that level. These two pieces of data were collected at the beginning of the school year, which shows us the knowledge and skills they took away from the previous year.

Another piece of data I collected was informal assessments. This consisted of notes taken during observations in language arts lessons, discussions with the students after reading a text, and comprehension checklists that I completed after they answered questions regarding a text. I collected these pieces of data because it is an easy and quick way to assess my students’ understanding during or after a lesson, and allows me to go back and scan my notes for specific areas that students need help with.

I also collected summative assessment data after all of my language arts lessons. This includes characterization charts in which my students made inferences about characters, an extended response answering a comprehension question that asks them to draw on specific textual evidence, and a chart where they sequenced events in a text they read. These assessments were all administered independently after the completion of a collaborative language arts lesson, which allowed me to assess which students comprehended the text well enough to answer the questions, and which students were not able to answer the comprehension questions to the full extent due to some confusion with the text. I gathered this data because it is important to see if my collaborative approaches are improving my students’ reading comprehension.

I gathered diagnostic, formative, and summative data in order to gain insight into my wondering. These three forms of data allow me to assess my students’ comprehension before and after collaborative learning approaches have been implemented. Analyzing this data will help me conclude that either teacher-directed or student-directed learning is more effective for this group of students.

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