A Short Guide to
nd
Action Research, 2
Edition
Chapter 8
Data Collection
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The goal of action research is to understand some
element of your classroom by collecting data
Data are any form of information, observations, or
facts that are collected or recorded
Collecting data is what separates action research
from just writing a paper
Action research is not writing what you think to be
true, it is about collecting data and making
conclusions based on that data
Systematic
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Action research is systematic
This means that before the research begins a
plan is in place that describes what data you will
collect and when, how, and how often you will
collect it
One way to ensure you are collecting data on a
regular basis is to use a calendar or checklist
You want to ensure that data are collected
systematically and that all types are equally
represented
Data Collection Checklist Sample
Type of
data
Date
collected
Date
collected
Date
collected
Date
collected
Date
collected
Quiz
scores
8/18
8/25
9/2
9/9
9/16
Audio
8/13
8/19
8/26
9/1
9/17
Student
writing
8/17
9/9
10/1
Homework
8/11
8/17
8/23
8/27
9/2
Journals
8/27
9/17
Conferen 8/20
ces
8/27
9/3
9/10
9/17
Date
collected
Date
collected
9/10
9/16
Data Collection & Soil Samples
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Collecting data in an action research project is not
a snapshot of a single incident like a test score
Nor should data collection rely on a single type of
data, such as only surveys or homework scores
Action research is a series of quick looks taken at
different times and in a variety of ways
The author likens it to collecting soil samples: you
gather bits of soil in different places over time
A Television Sports Analyst
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Any biases of which you are aware should be
stated up front so that readers are able to take
this into account
You are examining what is happening in the
classroom and letting us read your thoughts as
you analyze what you are perceiving and
experiencing
In this sense, you act as a sports analyst as you
describe what is happening and break it down so
that others can understand it
Types of Data Collection in Action
Research
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This section will describe 13 possible methods, some of
which we will explore more in-depth later on
Keep your action research simple and focused
Trying to collect too many kinds of data will result in
confusion and burnout
The goal is not to have categories and labels with precise
edges– it is to generate some ideas with fuzzy borders
You need to find and adapt the methods that best suit
your research question and teaching situation
1. Log or Research Journal
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Use this to describe each step of your research
process
You may choose to include a variety of data, such
as observations, analyses, diagrams, sketches,
quotes, student comments, scores, thoughts, and
feelings
Some choose to use their research journals to
collect field notes and other forms of data while
others keep items separate
Computer logs are handy, but can be hard to read
all at once on one screen
2. Field Notes- Your Observations
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Field notes are the written observations of what
you see taking place in your classroom
We will be reviewing this method in class later on
Beginning researchers should stop thinking and
just write what they see
As you make many field notes over time, patterns
will begin to emerge from this data
2. Field Note Types
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Thick Descriptions During
This type of field note involves writing while
teaching is taking place
Few teachers are able to check out during their
teaching to become an objective observer
recording ongoing classroom events
By becoming a researcher during your teaching,
you run the risk of being a non-teacher, and
thereby defeating the purpose of action research
However, you can use the following steps to
observe someone else’s classroom or setting
Classroom Observation Steps
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1. Enter the classroom as quickly and quietly as
possible, selecting an inconspicuous spot
2. If students ask who you are, answer them—
after a while, they won’t notice you are there
3. Begin taking notes without looking directly at
students– this is less distracting
4. Smile
5. Write, don’t interpret- working memory has a
limited capacity so you need to record the basics
(you will have time for interpretations later on)
2. Field Note Types
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Quick Notes During
Thick descriptions are difficult to record
while teaching, but you can make quick
notes, or jottings, during teaching
This method works especially well with
checklist forms of observation combined
with field notes
Quick Notes Steps
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1. Keep a file in a safe spot for every student–
this way, if anything interesting occurs, you can
put the note in the file (files also help with overall
assessment)
2. Keep a file related to the research projectwhenever an idea, observation, or insight occurs
to you while teaching, put it here
3. Take notes on the margins or back of your
lesson plans- most teachers get their best ideas
during a lesson, so this is the logical place to take
notes
2. Field Note Types
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Notes and Reflections After
Many teachers prefer to record their
observations later
This method is most effective if you have
kept good files on students as well as
meaningful jottings
Notes & Reflections Steps
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1. After each lesson, make a quick note to
yourself in your research journal- you can develop
more detailed observations later
2. Record your insights and observations at the
end of the day- this does not have to take a large
amount of time
3. Reflect on the back of your lesson plans,
especially if you are using lessons in your action
research methodology
3. Checklists- Student
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Hew’s action research study utilized weekly
checklists that her 5th graders would fill out (see p.
66)
Each day of the workshop, students would use
tally marks to indicate the activities they
participated in that day
The bottom three boxes are open ended, allowing
for a variety of responses
As the quarter progressed, Hew knew where her
students were spending the majority of their time,
about their writing topics, & skills learned
3. Checklists- Teacher
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Checklists can be introduced by teachers to indicate exactly
what skills have been introduced or mastered and when
These checklists also provide evidence that skills have been
covered
See Figure 8.3 on p. 67
One checklist for each student is kept in a binder, or
electronically
During writing time, it is a simple matter to take out this
checklist and make a quick assessment
Do not try to cover all attributes during a single session!
One observation tells you little, but many short observations
can tell you a lot
3. Checklists- Open-ended
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These checklists contain a list of skills with
enough space for students or teachers to
comment on abilities, understanding, or
usage of skills (see Figure 8.4 on p. 69)
This provides you with an accurate
indicator of students’ level of understanding
It also helps you to plan instruction to meet
specific needs
4. Conferences & Interviews
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There is an important difference between both
In a conference, one or more students talk about
their work or some aspect of classroom
functioning
Prompts may be used, but lists of planned
questions are not
In an interview, students respond to planned
questions, which are best conducted on an
individual basis
4. Individual Student Conferences
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Students should always do the majority of the
talking and lead the conversation
This exchange is open-ended, and can last
anywhere from 2-15 minutes
Figure 8.5 on p. 69 provides a list of questions
you can use
When conferencing, take notes, but do not try to
get a verbatim transcript
Record only those items you feel are important,
such as strengths, weaknesses, skills learned,
etc.
4. Individual Student Conferences
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You may want to design some kind of a checklist
to use during this conference
After you have done this process a few times, you
will get a good sense of what to record and how to
best record it
A checklist can be used to keep track of students
and conference times (see Figure 8.6 on p. 70)
Conferences can also be used to address social
or interpersonal issues
See Jason Hinkle’s example on bottom of p. 68
4. Small Group Conferences
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You meet with 3-8 students at one time
You are able to see a number of students fairly quickly and
watch their interaction
Students can also hear and respond to other students’
thoughts
Small group conferences can also be adapted for a variety of
situations
Never assume students know how to function effectively in
groups, so provide some structure (see figure 8.7 on p. 71)
Each group can use a checklist to report their progress
(Appendix G & p. 71)
4. Interviews
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Interview questions should be asked in the same
order each time to maintain consistency
See Figure 8.9 on p. 72 which demonstrates a
hierarchy of questions
Keep interviews short and use open-ended
questions
Use a tape recorder so you won’t be bogged
down with field notes at the time of the interview
5. Video- and Audiotapes
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Video provides you with information related to
students’ nonverbal behaviors, location,
movement, and a general overview of your
teaching techniques
Video is obtrusive at first, but if you do it often, its
effect diminishes
Audiotapes are quicker, easier, less intrusive, and
natural, but you might miss nonverbal behaviors
6. Data Retrieval Charts
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DRC’s are visual organizers that are used to help
you or your students collect and organize
information
Pam Bauer’s 5th grade class created the DRC in
Figure 8.10 on p. 72 to determine the types of
desserts chosen by students
This DRC provided data that could then be
quantified and compared across grade level or
over time
Gender differences can easily be compared by
including an extra column (Figure 8.11 on p. 73)
7. Rating Checklist
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A rating checklist specifies traits you are looking
for in a product or performance
It allows the observer to assign levels of
performance to each trait
A rubric is similar, but a checklist uses one-word
indicators (see p. 74)
This rating checklist was used at the end of a
science unit where students evaluated their own
level on one side and teachers on the other
8. Students’ Products or Performances
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Samples of students’ work can be excellent data
sources
You only need to collect representative samples
at different periods of time to give you a feel for
students’ performances and changes over time
It is often helpful to create a flexible schedule to
determine when you will collect this work
8. Product & Performance
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Figure 8.13 on p. 75 shows a product and
performance assessment form (PPAF)
This rating checklist can be used to analyze
and evaluate any type of product or
performance (see also Appendix H)
These forms can be used by both students
and teachers for self-assessment
8. Writing Samples
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Figure 8.14 on p. 75 contains a rating checklist
that can be used to analyze and evaluate any kind
of writing
This is a good teaching tool in that it forces you to
define exactly what is expected and puts the onus
on you to teach each skill associated with those
expectations
Students also appreciate the precise feedback
this form provides
8. Independent Research Projects
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Figure 8.15 on p. 76 shows a rating checklist used
for independent research projects
Notice that all elements of action research are
found on this checklist
Understanding action research will enable you to
incorporate more effectively methods of science,
inquiry, and research into your own teaching
These skills can be taught to students for use in
their own projects
8. Scores & Other Quantifiable Data
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Students’ scores on tests, homework,
quizzes, grades, and standardized
assessment measures can also be used as
a data source
These should never be used as the only
source of data
9. Surveys
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This section was already addressed indepth in our survey lab, but it is a good
review to look over
See pp. 76-77
10. Attitude & Rating Scales
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Attitude Scales
Students respond by
indicating their level of
agreement or
disagreement
A 5 point rating is most
effective for grades 3 and
up
With younger students,
provide graphics, as on p.
78
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Rating Scales
Used to indicate the
strength of a response
Often used to determine
how much, how often, or
how many times
something occurs
Both are considered
survey-type questions
11. The Arts
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The arts are another way of seeing the world and can be
used to bring a different level of understanding to your action
research
Visual Sociology exemplar
Artists and researchers are alike in that the work of both are
like lenses through which reality is interpreted and translated
Certain kinds of art lend themselves to action research:
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2-dimensional art
Language arts
Student’s use of these mediums along with your analysis
12. Archival Data
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This includes past grades, test scores,
cumulative folders, health records, parental
occupation, or attendance records
Make sure you follow your school’s
procedures for obtaining access to this data
Make sure all data are used and reported in
an ethical manner
13. Websites, Class Journals, E-mail
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Websites can be used to create a conversation
between students- the transactions can be printed
as a data source
The class journal is a low-tech version of the
website option- both need supervision and
guidelines so that offensive or hurtful material is
not allowed
E-mail is a fast and private form of communication
between students and teachers- students could email you about a variety of topics
Lab Activity- Artifact Analysis
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Make sure everyone has an Artifact Analysis worksheet for
this activity
1. Work in small groups- 3-4 tops
2. There should be at least one form of artifact data per
group- those with extra, share with another group
3. Use at least one of the following tools from chapter 8 in
your analysis, adapting the tool to fit your data set:
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Figure 8.3 p. 67
Figure 8.4 p. 69
Figure 8.10 p. 72 or Figure 8.11 p. 73
Figure 8.12 p. 74
Figures 8.13 or 8.14 p. 75