Quantitative data & Qualitative Data

For our next PLG we have been asked to look at our data and evaluate what types of data we have used. In this blog post I will outline the key quantitative and qualitative data that I have used throughout my inquiry this year.

Quantitative Data

• PAT Reading comprehension - I used this data at the beginning of the year to see where the students were at with reading comprehension. I will then compare this to the data at the end of the year when students complete this test again. 
• PAT Reading STAR - This data was analyzed at the beginning of the year and I will again analyse this data at the end of the year to see if there is any shift. 
• PROBE - For our mid and end of year testing we use running records until students pass level 30. What I have done this year was use a probe test with my students in term one and I will then complete another probe test at the end of the year and compare the data. 
• Running Records - I have looked at 2023 running records for all of my students and then compared this with the running records that I completed for mid year testing. I will then compare this with running records that students will complete at the end of the year. 
• Student survey - So far I have completed two learner reading profile surveys and compared the results in a previous blog post. I will then complete this again in term 4 in order to have a full overview of students attitudes towards reading. 

Qualitative Data 

• Teacher Reflections - After each guided reading session I have completed detailed teacher reflections on the group as a whole as well as individual students. I will use this data to compare students learning throughout the year as well as their overall confidence in reading. 
• Observations - I have kept a record of observations from my RPI coach Toni. As a school we have also started to record some of our lessons and then put these recorded lessons through a program called Vosaic. This tool uses AI to analyse the lesson and from there we can generate our own prompts to gain feedback on our lessons and next steps. I will use this data to compare my teaching for the rest of the year. 

I have used a range of different types of data throughout the year and will continue to use these different tools to see if there has been shift in my students reading as well as my own teaching practice. 

Data check in

At our last PLG we were asked to look at what kind of data we have used throughout the year and think forwards to our bursts and bubble presentations coming up in a few weeks. I have used a mixture of both qualitative and quantitate data throughout my inquiry this year. Below I have outlined each of ways that I have collected data and how I will use these data to see how effective the intervention has been. 

Guided Reading Data
This has been obtained through anecdotal notes throughout the year. This has been the best and easy way to keep track of my students throughout the year. It has also given me a way to tweak the intervention as I go and make changes. 

Running Record Data
I have been looking at this data throughout the year to see if there have been improvements from the intervention. I have used this to not only look at reading age and level but which aspects of reading that these students are needing to work on. 

PAT Data
I will use this data to see the changes in reading throughout the year also. I have placed this data into different categories to be able to have a closer and more in-depth look. 

Key into Inference Data 
Unfortunately this has been been an area that I have not been so onto it with documenting but from what I have see and how I have used this tool it has been very informative and successful. 

Qualitative Data & Quantitative Data

For our last PLG we were asked to think about our data collection and if it was qualitative or quantitate. We were then to have discussions in groups around what data we would share for our bursts and bubbles presentations. What I have found for my inquiry this year as I have a mixture of both and think that I will share a range of different evidence that I have found using both qualitative and quantitate data. I have outlined this in a bit more detail below:

Qualitative Data

• Notes and reflections from my guided reading sessions that I have had with my target groups and target learners. 
• Notes made from running records at mid year and then analysing the notes made from the tester of running records at the end of the year to see if there have been shifts and changes (unfortunately these will not be ready in time for bursts and bubbles but I will still check them out once I receive them.)
• Discussions with students and direct quotes about their reading and enjoyment.

Quantitative Data

• Running record data showing the difference from the beginning of the year to the end of the year. 
• PAT reading data and star data, while I am waiting for running records data I will be able to use this to see if there are changes and improvements. 
• Well being survey data this will show how students are feeling now in comparison to the beginning of the year. 
• Reading enjoyment survey data this will show how students are feeling now in comparison to the beginning of the year. 
• Spelling data from the pre and post tests that I have been conducting. 
• Writing data? I think I would be interested to make comparisons between the vocabulary scores again I am unsure if I will have this data before bursts and bubbles but will be an interesting thing to analyse and see if there is a difference. 

So I do have lots of options of data I know just need to decide what I will be able to share in my 3 minute snap shot of my inquiry. In reflection I think it will be really important to show the changes in reading data as well as well being and reading enjoyment so I think I will focus on these three areas however will also analyse all of the other data and share this on my blog at a later date.