collection methods
Pre & Post "Test":
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My pre and post test data was collected through observational notes taken by myself during independent reading time. This was a time where students get to read a book of their choice for approximately 15 - 30 minutes depending on the day.
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When taking notes, I made sure to document student behavior and record time on task.
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Time on Task looked like:
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having attention on the book
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engaged in the accountability task
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not talking to others
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*Student One had an alternative independent project to work on during this time that still involved reading. This was something that motivated this student to engage in our independent reading time.
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This method was chosen because I felt it gave me the most accurate "picture" of engagement during independent reading time. By observing and tracking their time on task, I was able to objectively track student behavior and engagement. Sometimes you learn more from sitting back and watching.
Vocabulary Scores:
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Each week, students acquired six new vocabulary words. On day one and day three, we introduced three words each. Students were expected to write the words and their definitions in their notebook. On day two and day four, we would review the words and make connections to our own lives.
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On day five, students were given a vocabulary quiz compiled of six questions, one per vocabulary word. The quiz required students to apply their knowledge of the vocabulary word to a real-world context.
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Scores were taken out of a total of 6 each week.
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This method was used because it showed me how students transferred and applied their knowledge of the words to real life scenarios. It was also a consistent data point to track week by week.
Accountability Tasks:
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Accountability tasks were something I implemented a couple months into the school year after I noticed students not being engaged in independent reading time.
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I created an Accountability Bingo game with tasks students could complete during their independent reading time. The goal was to get a BINGO and check off one box per day.
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I knew students completed the tasks because they either wrote their response on a post it and posted it on their "collection box" on the wall, talked to me personally, or turned in their illustration or journal entry to my personal mailbox. If students did this, they additionally left me a note on their collection box to tell me to check my mailbox.
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I projected the image to the right on the board each day during this time. Once students completed their task, they wrote their initials on the board in the appropriate box. I kept track of who had done which boxes by adding their initials to the google doc each day. Participation was tracked on a weekly basis.
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At the end of the week, if a student had a BINGO, they were rewarded with a piece of candy.
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I decided to use this collection method because it gave students something to consistently think about and complete during independent reading time. This was an informal way to incorporate breaks. It also provided me with a visual representation of engagement and was easy to track week by week.
Affective Assessment:
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An affective assessment is a student survey where I received information from each student about his/her attitudes and dispositions toward certain aspects of reading.
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In my particular survey, I asked students to rate their confidence level in reading, identify their attitude toward reading, rate their enjoyment level of reading, and tell me which kinds of books interested them.
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Students completed this through a google form which compiled all of the data for me. I specifically focused on the confidence and enjoyment level of my students.
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This assessment, or survey, was given to students two different times:
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December
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February
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I chose this strategy because it allowed me to obtain student reflections in somewhat of a more formal way. It also compiled the data nicely and was user friendly for students.
Below are two examples of the types of questions that were on the assessment
