Gathering appropriate data
Each phase of inquiry begins with the collection of data that can be used to construct rich descriptions of what students/teachers/school leaders/ISTEs currently know, believe, and can do. Care should be taken with ethical considerations when gathering data.
Three steps are embedded within the data collection process:
1. Deciding on the information that is needed
- What aspects of the students’/teachers’/school leaders’/ISTEs’ current knowledge, beliefs, and skills do we want to understand?
- Do we want to make comparisons to the national or international picture?
- Will this data enable us to find out what we need to focus on in our practice and our professional learning?
2. Choosing appropriate tools
- What tools will give us the information that we require?
- Do we have the knowledge to use these tools wisely?
- If not, is there enough supporting information with the tools?
3. Using the tools
- When do we use the tools?
- Who should administer them? Why?
- Who should record the data? Why?
The text below describes the following sources of evidence and some potential approaches to collecting them:
- using observations and audio/video recordings;
- drawing on related research and literature;
- using data on student outcomes;
- responding to student voice;
- creating written reflections.
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