Thursday 17 October 2019

It's time to evaluate, What do I do?

Today we are talking about the evaluation process of our inquiry and the intervention we have put in place. Thanks to Woolf Fisher for sharing these key ideas with us and I hope they will help you also.
In order to do this we need to look back at the data we collected before the invention. Having robust data before implementing and intervention.

By looking at this data you can identify change or shift of the learners. Then make a link to the changes you made in your teaching. This however is not enough, we need to make comparisons with the norm or other data sets (this could be another class, last years year 3, children not in the inquiry group). Children get better under normal teaching conditions so comparing to other data sets can show significant shift.

This table shows a way of showing pre and post data. This could be done for both data sets and allow for great comparison. 

When looking at number you can easily compare these however not all evidence is data. 

When looking at qualitative data you still need to provide rich data with lots of detail. 

talk about the what in detail, how do you know they were disengaged, struggled to spell etc. Why is it the biggest success. 

What has shifted and why.

I have been asking myself a lot this term what has been the impact of my teaching? Have I really made a difference for these learners and how do I know?

This lead me to think back about the shifts I have been monitoring this year and the interventions I have put in place for my learners. 

Below is a presentation that shows writing samples from one learner over 3 time points. It looks at what shift was made in terms of number of words, working out unknown words, content and punctuation. If you look through the presentation you will see that this learner has made a great deal of shift in these areas. 

I included this example as the main way I monitor writing shift is through conferencing with the learners and looking closely at their writing looks. 

Below is the reading shift for my class from term 4 2018 to term 3. The blue shows the starting point by number of students at each PM reading level and the red the number of students at each level in term 3.  You can see we have had a large number of students shift however shifts have not been as significant as I would have liked. 

This data shows level and age shift of my target learners. Many of whom have moved a number of levels but this has not meant a large shift in reading age. 

During this reflection I have found that the interventions I have put in place have been beneficial for the learners however they have not been constant enough. This is due to time spent out of class with my CoL Across School Role and the changes that have happened in my space with year with changing co-teachers.