Data Collection and Analysis Tools Report
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Didyouknow necc
This document discusses how Turning Technologies utilizes student response systems to improve student achievement through formative assessment and interactive learning activities. Key features highlighted include administering polls and surveys, online content and assessment integration, data aggregation, and research-backed pedagogical approaches. The response system allows teachers to gauge student understanding in real-time, personalize instruction, and monitor progress.
An app idea to facilitate feedback and improve student learning
This is an app idea I came up with to improve student learning.
What is the motivation for this app?
Students, who are the customers of education, have little input. Teachers, who heavily influence student learning, lack the data to improve teaching. Administrators, who can promote change, have little information.
The auris app is designed to facilitate feedback and serve as a powerful tool to empower students, enable teachers, and inform administrators.
What do you think?
Educators as designers of learning analytics?
Educators as designers of learning analytics? Keynote slides at 8th N3 ICT Symposium 24th July 2018 by Elizabeth Koh
Please note that some slides are revised for public sharing.
Able mc neil foster ucisa sero
Presentation delivered at the UCISA event A-Z of learning analytics 28/06/2017. Ed Foster & Jane McNeil. A longer case study can be found at https://www.google.com/url?q=https://www.ucisa.ac.uk/-/media/Files/publications/truthaboutda/TheTruthAboutDA&sa=U&ved=0ahUKEwi8r-7W5_7eAhVKRBUIHf66CGEQFggMMAM&client=internal-uds-cse&cx=008281077274678676179:yulrfklwima&usg=AOvVaw17iuGZYPJPqFRCMGyBKLd0
Problem tree
Late return of feedback from lecturers was demoralizing students and causing frustration, poor NSS results, and some students considering dropping out. The causes included lecturers' busy schedules, the issue not being raised by course reps, academics not seeing it as a priority, and no monitoring of timescales. Potential solutions included setting targets for admin staff and course reps raising the issue to get academics more supported in meeting deadlines, informing students of any delays, and monitoring progress with university departments. This could lead to higher marks for students as they learn from feedback and improve motivation, retention, and NSS scores.
Evaluating The A Self Based Learning Format The Microsoft Word Documents
This document summarizes a self-paced learning program called "Format the Microsoft Word Documents" created by Aaisha Al Badi to help 6th grade students in Oman learn how to edit page setup in MS Word. The program is delivered via CD and uses various motivational strategies like pictures, sounds and interactions. It will be evaluated using the ACTIONS model which assesses access, interactivity, teaching/learning, and novelty. Checklists are provided to evaluate each level of the ACTIONS model.
Associate Professor Tracey Bretag: Contract cheating implications for Teachin...
The document summarizes key findings from a research project on contract cheating in Australian higher education. The project involved surveys of over 14,000 students and 1,100 staff across 8 universities. It found that contract cheating is a systemic issue influenced by perceptions of higher education as a business. While most outsourcing involves people students know, certain factors like speaking a non-English language at home increase risk. Authentic assessment alone does not prevent cheating, and suspected cases often go unreported due to lack of proof or time. Overall, the problem requires addressing the complex causes rather than simplistic solutions.
Using Muddiest Point Formative Feedback to Encourage Reflective Teaching and ...
Claire Yan, Senior Instructor, University of British Columbia
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
Recommended
Didyouknow necc
This document discusses how Turning Technologies utilizes student response systems to improve student achievement through formative assessment and interactive learning activities. Key features highlighted include administering polls and surveys, online content and assessment integration, data aggregation, and research-backed pedagogical approaches. The response system allows teachers to gauge student understanding in real-time, personalize instruction, and monitor progress.
An app idea to facilitate feedback and improve student learning
This is an app idea I came up with to improve student learning.
What is the motivation for this app?
Students, who are the customers of education, have little input. Teachers, who heavily influence student learning, lack the data to improve teaching. Administrators, who can promote change, have little information.
The auris app is designed to facilitate feedback and serve as a powerful tool to empower students, enable teachers, and inform administrators.
What do you think?
Educators as designers of learning analytics?
Educators as designers of learning analytics? Keynote slides at 8th N3 ICT Symposium 24th July 2018 by Elizabeth Koh
Please note that some slides are revised for public sharing.
Able mc neil foster ucisa sero
Presentation delivered at the UCISA event A-Z of learning analytics 28/06/2017. Ed Foster & Jane McNeil. A longer case study can be found at https://www.google.com/url?q=https://www.ucisa.ac.uk/-/media/Files/publications/truthaboutda/TheTruthAboutDA&sa=U&ved=0ahUKEwi8r-7W5_7eAhVKRBUIHf66CGEQFggMMAM&client=internal-uds-cse&cx=008281077274678676179:yulrfklwima&usg=AOvVaw17iuGZYPJPqFRCMGyBKLd0
Problem tree
Late return of feedback from lecturers was demoralizing students and causing frustration, poor NSS results, and some students considering dropping out. The causes included lecturers' busy schedules, the issue not being raised by course reps, academics not seeing it as a priority, and no monitoring of timescales. Potential solutions included setting targets for admin staff and course reps raising the issue to get academics more supported in meeting deadlines, informing students of any delays, and monitoring progress with university departments. This could lead to higher marks for students as they learn from feedback and improve motivation, retention, and NSS scores.
Evaluating The A Self Based Learning Format The Microsoft Word Documents
This document summarizes a self-paced learning program called "Format the Microsoft Word Documents" created by Aaisha Al Badi to help 6th grade students in Oman learn how to edit page setup in MS Word. The program is delivered via CD and uses various motivational strategies like pictures, sounds and interactions. It will be evaluated using the ACTIONS model which assesses access, interactivity, teaching/learning, and novelty. Checklists are provided to evaluate each level of the ACTIONS model.
Associate Professor Tracey Bretag: Contract cheating implications for Teachin...
The document summarizes key findings from a research project on contract cheating in Australian higher education. The project involved surveys of over 14,000 students and 1,100 staff across 8 universities. It found that contract cheating is a systemic issue influenced by perceptions of higher education as a business. While most outsourcing involves people students know, certain factors like speaking a non-English language at home increase risk. Authentic assessment alone does not prevent cheating, and suspected cases often go unreported due to lack of proof or time. Overall, the problem requires addressing the complex causes rather than simplistic solutions.
Using Muddiest Point Formative Feedback to Encourage Reflective Teaching and ...
Claire Yan, Senior Instructor, University of British Columbia
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
2011Using Data Analytics
The document discusses an institution's efforts to improve success rates for at-risk online students from 2005-2010. It identifies factors that placed students at risk and implemented interventions like tracking student activity and providing personalized outreach. As a result, the percentage of at-risk students completing courses increased by 2% to 84% over three years and the percentage earning a C or higher increased by 2% to 68%. The institution aims to further improve success in core subjects and enhance case management and instructor dashboards.
Clicker technologies as a tool to increase student engagement and motivation
Jennifer Diers, M.Ed., PhD candidate
Iowa State University
Lilly Conference, Greensboro NC, February 9, 2008
Capstone presentation - Jager
This capstone project document summarizes Mary Beth Jager's efforts to increase teacher and student usage of the ItsLearning platform at her school. Over the course of 9 months, she provided training sessions and support to help teachers integrate ItsLearning tools like the planner, quizzes, and polls into their instruction. Surveys found that teacher comfort levels and usage increased after the trainings. While usage grew, the document recommends continuing professional development to help students use ItsLearning in more transformational ways.
Active learning strategies in the information literacy classroom. Evaluating ...
Active learning strategies in the information literacy classroom. Evaluating ...IL Group (CILIP Information Literacy Group)
This document summarizes research comparing the effectiveness of different active learning techniques for information literacy instruction. The researchers studied clickers, problem-based learning, and a traditional lecture style. They administered pre- and post-class assessments to measure student learning. Results showed that clickers and problem-based learning produced slightly higher gains in student skills than traditional lectures. Problem-based learning was most effective for combining concepts using Boolean operators and quotation marks. The researchers aim to further develop hybrid class models and better integrate assessments to measure long-term learning impacts.The student data driven life... every teacher's dream
Presented at the South Carolina Middle School Conference on March 1, 2014.
Come take a look at how we use student data to drive (and even detour) our instruction!
Pathways Evaluation
The document discusses using formative and summative evaluations to improve a field trip program called Think Science! Pathways. Formative evaluations in 2002 found that few teachers used the Pathways materials due to access issues, length, and complexity. It did increase time spent and engagement at exhibits. In response, materials were shortened and simplified. A 2003 summative evaluation found low Pathways use and no clear cognitive impact yet, but suggested in-class visits before field trips improved learning. Evaluations highlighted the need to better understand teacher and chaperone needs to improve program use and effectiveness.
Data Driven Instruction
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include tailoring instruction to student needs, holding schools accountable, and targeting resources. Disadvantages include over-reliance on testing and "teaching to the test."
3. The future of data-driven instruction is depicted as widespread use of interim assessments to monitor student and teacher progress and target interventions in a timely manner. Administrators will also use data to evaluate programs and resource allocation.
Data Driven School : MIS case study on Schools of USA
This document discusses the implementation of a data-driven school (DDS) system in the United States to address problems with existing school systems. It describes how a school district collected student data, had stakeholders analyze the data to develop goals, aligned programs and designed interventions based on gaps identified. The district was then able to monitor student performance, attendance and provide tailored classroom instruction. The system helped the district nearly close achievement gaps between white and minority students. Implementing a similar DDS system could help address issues in Bangladeshi schools like scheduling and university selection.
The effects of offering choice between two homework version a
This document summarizes an action research project that examined whether offering students a choice between two homework options would increase homework completion rates. The researcher found that while students reported enjoying having a choice, quantitative data analysis showed no significant increase in homework completion. Most students reported forgetting or finding homework too difficult as obstacles to completing it, rather than a lack of motivation. Offering a choice may only affect the minority of students who find homework boring.
Strategy Sessions: Improving student engagement through active participation
Units such as counselling skills, clinical psychology or social work, are able to engage students due to the clear, practical implications for future careers. In contrast, it is often difficult to engage students in theoretically driven or statistically based units. However, increased student engagement and active learning can be promoted when more opportunities for participation and discussion are provided.
In this presentation, Nicholas Harris shares strategies for better engaging students, whether they are studying online or on campus, or studying theoretical units. Strategies include weekly reflection quizzes, increased interactive activities during tutorials and lectures, and incorporating online consultation times, serve to increase opportunities for students to ask questions and have hands-on practice with the learning materials.
Assessment Driven Instruction
The document discusses assessment-driven instruction for reading programs in grades K-3. It defines assessment-driven instruction as using data from valid reading assessments that measure six components of reading. Teachers use several types of assessments, including screening, progress monitoring, diagnostic, and outcome assessments. The data from these assessments helps teachers identify students' reading levels, group students for effective instruction, target skills to reteach, and monitor student progress. The Lead Literacy Teacher's role includes scheduling assessments three times per year and implementing interventions for students at risk.
Learning impact awards student version
The self assessment modules are designed to help students test their understanding of course readings for each week. They consist of 3 multiple choice questions per topic, with feedback provided. If a question is answered incorrectly, students are directed to re-read that section. The modules include images, audio, video and other media to engage students. Student usage of the modules will be analyzed and a survey conducted to help improve them.
Parent Math Meeting
The document discusses the Warren Township School District's implementation of the Common Core State Standards for Mathematics using the Go Math curriculum program. It provides an overview of the Common Core Standards, describes how the math committee selected Go Math after examining several programs, and explains how math instruction will change with a greater emphasis on problem solving, reasoning and applying math skills in real-world contexts. Students and teachers will have access to online and digital materials through the Go Math and Think Central platforms to support teaching and learning of the new standards.
Mathcounts At Peterson(2008 09)
The document summarizes the author's experience as the coach of the MATHCOUNTS program at Peterson Middle School. It introduces the author and what MATHCOUNTS is as a non-profit organization that promotes mathematics competitions for middle school students. It then discusses why having a MATHCOUNTS program is beneficial, how the problems are different than standardized tests, and the logistics and challenges of running the after-school program at Peterson Middle School.
Achieving exam success
PowerPoint identifying the criteria for improving exam results without creating additional work but by focusing on more effective teaching.
Presentation10
The document discusses evaluating online learning resources and facilitation. It provides information on collecting learner feedback through online survey tools like SurveyMonkey, Google Forms, and Moodle questionnaires. It also discusses the purposes of evaluation, such as improving resources and facilitation, understanding the learner experience, and sharing best practices. The document gives examples of the types of information that should be reported from evaluations, such as learner feedback, challenges, changes made, and insights gained from the experience.
e-Assessment and the Independent Learner
This document discusses e-assessment and its use at the Open University. It focuses on how e-assessment can support independent learning when done well. The Open University aims to use e-assessment to provide feedback, allow multiple attempts, support various interactions, and enable anytime, anywhere access. Guiding principles for their OpenMark e-assessment system include emphasizing feedback, allowing multiple attempts, supporting different interaction types, and designing for flexible access. When done right, e-assessment can provide personalized, instant feedback to drive future learning.
Teaching technology
The document outlines the typical structure of a teacher-led inquiry project, known as a web quest. It begins with an introduction to provide background information for students. Students are then given a single question to analyze information to answer. The teacher guides students through the process, offering advice on time management, data collection, and group work strategies. Students are provided resources like websites to help complete the task. Finally, students present their findings in a written or oral report, and provide reflections on their experience.
Attitude aptresults 1.11
The survey of 200 student affairs staff found that while departments use data for planning, most respondents reported needing more training and assistance with assessment. Specifically, over half reported limited time and expertise in assessment and not knowing where to start. To address these needs, implications include providing small group training across departments, increasing understanding and use of assessment tools, and developing structures by leadership to support a culture of assessment through reporting, rewards, and dedicated time and space for training.
Monday May 3 - Online Poll and Survey Tools
The document discusses how online survey and polling tools can be used by teachers and students for active learning, assessment, and gathering feedback. It provides examples of how these tools allow teachers to collect information from staff and students, and allow students to create their own surveys to collect data for assignments. The document also outlines some of the educational outcomes that can be achieved when students create and analyze the results of their own online surveys.
Educ 190_Data Analysis and Collection Tools
The document discusses various tools for collecting and analyzing qualitative and quantitative data. It provides examples of tools for online surveys, data visualization, and statistical analysis in Excel, OpenStat, MATLAB, GNU Octave, SPSS, and more. These tools allow users to extract values from graphs, measure distances and angles, record color values, conduct descriptive statistics, correlations, regressions, and more.
Data Collection & Analysis
This document provides a literature review on data collection and analysis at community schools. It discusses that community schools aim to address academic, health, social, and emotional outcomes both short and long-term. Common data collection methods identified include using existing data systems, surveys, and focus groups. Short-term indicators commonly measured include attendance, family engagement, and partnerships. Long-term indicators include academic achievement, health, employment, and crime rates. The most comprehensive data analysis framework suggested involves developing a logic model and collecting and analyzing data to answer evaluation questions.
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2011Using Data Analytics
The document discusses an institution's efforts to improve success rates for at-risk online students from 2005-2010. It identifies factors that placed students at risk and implemented interventions like tracking student activity and providing personalized outreach. As a result, the percentage of at-risk students completing courses increased by 2% to 84% over three years and the percentage earning a C or higher increased by 2% to 68%. The institution aims to further improve success in core subjects and enhance case management and instructor dashboards.
Clicker technologies as a tool to increase student engagement and motivation
Jennifer Diers, M.Ed., PhD candidate
Iowa State University
Lilly Conference, Greensboro NC, February 9, 2008
Capstone presentation - Jager
This capstone project document summarizes Mary Beth Jager's efforts to increase teacher and student usage of the ItsLearning platform at her school. Over the course of 9 months, she provided training sessions and support to help teachers integrate ItsLearning tools like the planner, quizzes, and polls into their instruction. Surveys found that teacher comfort levels and usage increased after the trainings. While usage grew, the document recommends continuing professional development to help students use ItsLearning in more transformational ways.
Active learning strategies in the information literacy classroom. Evaluating ...
Active learning strategies in the information literacy classroom. Evaluating ...IL Group (CILIP Information Literacy Group)
This document summarizes research comparing the effectiveness of different active learning techniques for information literacy instruction. The researchers studied clickers, problem-based learning, and a traditional lecture style. They administered pre- and post-class assessments to measure student learning. Results showed that clickers and problem-based learning produced slightly higher gains in student skills than traditional lectures. Problem-based learning was most effective for combining concepts using Boolean operators and quotation marks. The researchers aim to further develop hybrid class models and better integrate assessments to measure long-term learning impacts.The student data driven life... every teacher's dream
Presented at the South Carolina Middle School Conference on March 1, 2014.
Come take a look at how we use student data to drive (and even detour) our instruction!
Pathways Evaluation
The document discusses using formative and summative evaluations to improve a field trip program called Think Science! Pathways. Formative evaluations in 2002 found that few teachers used the Pathways materials due to access issues, length, and complexity. It did increase time spent and engagement at exhibits. In response, materials were shortened and simplified. A 2003 summative evaluation found low Pathways use and no clear cognitive impact yet, but suggested in-class visits before field trips improved learning. Evaluations highlighted the need to better understand teacher and chaperone needs to improve program use and effectiveness.
Data Driven Instruction
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include tailoring instruction to student needs, holding schools accountable, and targeting resources. Disadvantages include over-reliance on testing and "teaching to the test."
3. The future of data-driven instruction is depicted as widespread use of interim assessments to monitor student and teacher progress and target interventions in a timely manner. Administrators will also use data to evaluate programs and resource allocation.
Data Driven School : MIS case study on Schools of USA
This document discusses the implementation of a data-driven school (DDS) system in the United States to address problems with existing school systems. It describes how a school district collected student data, had stakeholders analyze the data to develop goals, aligned programs and designed interventions based on gaps identified. The district was then able to monitor student performance, attendance and provide tailored classroom instruction. The system helped the district nearly close achievement gaps between white and minority students. Implementing a similar DDS system could help address issues in Bangladeshi schools like scheduling and university selection.
The effects of offering choice between two homework version a
This document summarizes an action research project that examined whether offering students a choice between two homework options would increase homework completion rates. The researcher found that while students reported enjoying having a choice, quantitative data analysis showed no significant increase in homework completion. Most students reported forgetting or finding homework too difficult as obstacles to completing it, rather than a lack of motivation. Offering a choice may only affect the minority of students who find homework boring.
Strategy Sessions: Improving student engagement through active participation
Units such as counselling skills, clinical psychology or social work, are able to engage students due to the clear, practical implications for future careers. In contrast, it is often difficult to engage students in theoretically driven or statistically based units. However, increased student engagement and active learning can be promoted when more opportunities for participation and discussion are provided.
In this presentation, Nicholas Harris shares strategies for better engaging students, whether they are studying online or on campus, or studying theoretical units. Strategies include weekly reflection quizzes, increased interactive activities during tutorials and lectures, and incorporating online consultation times, serve to increase opportunities for students to ask questions and have hands-on practice with the learning materials.
Assessment Driven Instruction
The document discusses assessment-driven instruction for reading programs in grades K-3. It defines assessment-driven instruction as using data from valid reading assessments that measure six components of reading. Teachers use several types of assessments, including screening, progress monitoring, diagnostic, and outcome assessments. The data from these assessments helps teachers identify students' reading levels, group students for effective instruction, target skills to reteach, and monitor student progress. The Lead Literacy Teacher's role includes scheduling assessments three times per year and implementing interventions for students at risk.
Learning impact awards student version
The self assessment modules are designed to help students test their understanding of course readings for each week. They consist of 3 multiple choice questions per topic, with feedback provided. If a question is answered incorrectly, students are directed to re-read that section. The modules include images, audio, video and other media to engage students. Student usage of the modules will be analyzed and a survey conducted to help improve them.
Parent Math Meeting
The document discusses the Warren Township School District's implementation of the Common Core State Standards for Mathematics using the Go Math curriculum program. It provides an overview of the Common Core Standards, describes how the math committee selected Go Math after examining several programs, and explains how math instruction will change with a greater emphasis on problem solving, reasoning and applying math skills in real-world contexts. Students and teachers will have access to online and digital materials through the Go Math and Think Central platforms to support teaching and learning of the new standards.
Mathcounts At Peterson(2008 09)
The document summarizes the author's experience as the coach of the MATHCOUNTS program at Peterson Middle School. It introduces the author and what MATHCOUNTS is as a non-profit organization that promotes mathematics competitions for middle school students. It then discusses why having a MATHCOUNTS program is beneficial, how the problems are different than standardized tests, and the logistics and challenges of running the after-school program at Peterson Middle School.
Achieving exam success
PowerPoint identifying the criteria for improving exam results without creating additional work but by focusing on more effective teaching.
Presentation10
The document discusses evaluating online learning resources and facilitation. It provides information on collecting learner feedback through online survey tools like SurveyMonkey, Google Forms, and Moodle questionnaires. It also discusses the purposes of evaluation, such as improving resources and facilitation, understanding the learner experience, and sharing best practices. The document gives examples of the types of information that should be reported from evaluations, such as learner feedback, challenges, changes made, and insights gained from the experience.
e-Assessment and the Independent Learner
This document discusses e-assessment and its use at the Open University. It focuses on how e-assessment can support independent learning when done well. The Open University aims to use e-assessment to provide feedback, allow multiple attempts, support various interactions, and enable anytime, anywhere access. Guiding principles for their OpenMark e-assessment system include emphasizing feedback, allowing multiple attempts, supporting different interaction types, and designing for flexible access. When done right, e-assessment can provide personalized, instant feedback to drive future learning.
Teaching technology
The document outlines the typical structure of a teacher-led inquiry project, known as a web quest. It begins with an introduction to provide background information for students. Students are then given a single question to analyze information to answer. The teacher guides students through the process, offering advice on time management, data collection, and group work strategies. Students are provided resources like websites to help complete the task. Finally, students present their findings in a written or oral report, and provide reflections on their experience.
Attitude aptresults 1.11
The survey of 200 student affairs staff found that while departments use data for planning, most respondents reported needing more training and assistance with assessment. Specifically, over half reported limited time and expertise in assessment and not knowing where to start. To address these needs, implications include providing small group training across departments, increasing understanding and use of assessment tools, and developing structures by leadership to support a culture of assessment through reporting, rewards, and dedicated time and space for training.
Monday May 3 - Online Poll and Survey Tools
The document discusses how online survey and polling tools can be used by teachers and students for active learning, assessment, and gathering feedback. It provides examples of how these tools allow teachers to collect information from staff and students, and allow students to create their own surveys to collect data for assignments. The document also outlines some of the educational outcomes that can be achieved when students create and analyze the results of their own online surveys.
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Clicker technologies as a tool to increase student engagement and motivation
Clicker technologies as a tool to increase student engagement and motivation
Active learning strategies in the information literacy classroom. Evaluating ...
Active learning strategies in the information literacy classroom. Evaluating ...
The student data driven life... every teacher's dream
The student data driven life... every teacher's dream
Data Driven School : MIS case study on Schools of USA
Data Driven School : MIS case study on Schools of USA
The effects of offering choice between two homework version a
The effects of offering choice between two homework version a
Strategy Sessions: Improving student engagement through active participation
Strategy Sessions: Improving student engagement through active participation
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The document discusses various tools for collecting and analyzing qualitative and quantitative data. It provides examples of tools for online surveys, data visualization, and statistical analysis in Excel, OpenStat, MATLAB, GNU Octave, SPSS, and more. These tools allow users to extract values from graphs, measure distances and angles, record color values, conduct descriptive statistics, correlations, regressions, and more.
Data Collection & Analysis
This document provides a literature review on data collection and analysis at community schools. It discusses that community schools aim to address academic, health, social, and emotional outcomes both short and long-term. Common data collection methods identified include using existing data systems, surveys, and focus groups. Short-term indicators commonly measured include attendance, family engagement, and partnerships. Long-term indicators include academic achievement, health, employment, and crime rates. The most comprehensive data analysis framework suggested involves developing a logic model and collecting and analyzing data to answer evaluation questions.
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This document provides an overview of key concepts for data gathering and analysis in interaction design. It discusses techniques for interviews, questionnaires, observations, and the analysis of both qualitative and quantitative data. The goal is to understand users and inform the design process. Techniques covered include interviews, questionnaires, observations, analysis frameworks like grounded theory, and presenting findings.
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Data collection and analysis tools refer to methods used to systematically gather and examine information. This includes statistical software packages, specialized computer programs, and online testing systems. Popular tools include SPSS, Stata, and R programming language. Computer-based testing systems allow electronic assessment and tracking of student performance. Electronic gradebooks make it easy for teachers to calculate and track student grades digitally. Student response systems engage students in real-time feedback and assessments through interactive technology. Online testing with feedback immediately informs students of correct answers and provides explanations.
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Data Collection and Analysis Tools Report
- 1. Special Agents Training Data Collection & Analysis Tools 08.11.10 Facilitators: Jessica Macaraeg, Paulina Miranda, Angelo Rosario, Angelene Sta. Maria
- 2. Transcript Analysis Tools What are Transcript Analysis Tools? Facilitator: AngeleneSta. Maria Data Collection & Analysis Tools
- 3. What are Student Response Systems? Student Response Systems They allow instructors to ask questions and gather students' responses during a lecture. Facilitator: Paulina Miranda Data Collection & Analysis Tools
- 4. What are they for? Student Response Systems Facilitate Class Discussion Guide Lectures Encourage Peer Instruction Collect Data and Perform Formative Assessment Offer Quizzes and Exams Take Attendance Facilitator: Paulina Miranda Data Collection & Analysis Tools
- 6. increase retention of information presented in lectures
- 8. helps make learning personal
- 9. transform large group instruction into an active learning experienceFacilitator: Paulina Miranda Data Collection & Analysis Tools
- 11. allow anonymous,simultaneous,and fast response to instructor questions on class material or learning preferences.
- 12. add a little fun to the classroomFacilitator: Paulina Miranda Data Collection & Analysis Tools
- 14. If questions asked are too easy, it is useless.
- 15. It might eat up time if teacher allows student to talk to their peers too long
- 16. making brainless eenie-meenie-minie-moe choicesFacilitator: Paulina Miranda Data Collection & Analysis Tools
- 17. Do you have any questions? Facilitator: Paulina Miranda A: YES B: NO Key in your answers on your clickers.
- 18. Do you have any questions? TIME LEFT 00:60 A: YES B: NO Facilitator: Paulina Miranda GROUP 1 GROUP 3 GROUP 6 GROUP 8 GROUP 2 GROUP 5 GROUP 7
- 19. Do you have any questions? TIME LEFT 00:00 A: YES B: NO Facilitator: Paulina Miranda
- 20. Do you have any questions? Facilitator: Paulina Miranda
- 22. It is presented in a simple and easy format.Facilitator: Angelo Rosario Data Collection & Analysis Tools
- 24. It shows how many questions you’ve answered correctly.
- 25. Sometimes they also show the test-taker the correct answer.Facilitator: Angelo Rosario Data Collection & Analysis Tools
- 27. Job Candidate ScreeningFacilitator: Angelo Rosario Data Collection & Analysis Tools
- 29. Able to see which student needs help and what areaFacilitator: Angelo Rosario Data Collection & Analysis Tools
- 32. Helps improve gradesFacilitator: Angelo Rosario Data Collection & Analysis Tools
- 35. Parents become more involvedFacilitator: Angelo Rosario Data Collection & Analysis Tools
- 38. Parents become more involvedFacilitator: Angelo Rosario Data Collection & Analysis Tools
- 39. What are electronic gradebooks? Electronic Gradebooks Facilitator: Jessica Macaraeg They are used to record pupils' grades, attendance and other data which is then made available online to parents, students and administrators. Data Collection & Analysis Tools
- 40. Sample online gradebooks Electronic Gradebooks Facilitator: Jessica Macaraeg http://www.engrade.com/ http://www.thinkwave.com/ http://snapgrades.com/index.php http://www.gradeconnect.com/front/ Data Collection & Analysis Tools
- 43. Access to grades Facilitator: Jessica Macaraeg Data Collection & Analysis Tools
- 44. Disadvantages Electronic Gradebooks Teachers: need to update it frequently. Parents: Failure of interpretation Students: Invasion of privacy Schools: Potential problem of hackers Schools: costly Facilitator: Jessica Macaraeg Data Collection & Analysis Tools
- 45. Electronic Gradebooks Create gradebooks using excel Facilitator: Jessica Macaraeg Data Collection & Analysis Tools