Our school operates on six grading periods of six weeks in length. During these weeks, there are many methods I use to collect data from my students. I use several short quizzes and unit tests as we progress through our six weeks that conclude with a more summative, curriculum-based assessment, or CBA (Stecker & Fuchs, 2000). While these methods collect analytical data, I also like to use student surveys and digital journal prompts to gain insights into my students’ current needs or at-home situations along with their hobbies, interests, and cultures.
I have not necessarily taught my students to collect data; however, I have helped them to organize their data. One example that has worked well is creating a data-tracking spreadsheet for each student in which they enter the scores from their previous state assessments, unit tests, six weeks exams, and benchmarks. This spreadsheet allows each student to see the individual state standards in which they scored below passing (more specifically, the areas in which they need improvement). It also highlights the areas they have seen growth in since the first of the school year. Students use their data to determine which worksheets to complete during the review days before our CBAs. Like Paul’s statement in Galatians, I believe that students need to take responsibility for their education (New Living Translation, 2015, Galatians 6:5)
Stecker, P. M., & Fuchs, L. S. (2000). Effecting Superior Achievement Using Curriculum-Based Measurement: The Importance of Individual Progress Monitoring. Learning Disabilities Research & Practice, 15(3), 128-134.
New Living Translation. (2015). New Living Translation. (Original work published 1996).