A Short Guide to Action Research

4th Edition

Andrew P. Johnson, Ph.D.

Minnesota State University, Mankato
www.OPDT-Johnson.com

Chapter 6: Methods of Collecting

Data

DATA COLLECTION
Action research is systematic
A plan in place before the research begins
Plan describes what data you will collect and when, how,
and how often you will collect them

Checklist to ensure regular data collection

Type of Data

Dates Collected

Individual quiz scores

8/18

8/25

9/2

9/9

9/16

Audiotapes

8/13

8/19

8/26

9/2

9/17

Student writing samples

8/17

9/9

10/1

Homework

8/17

8/18

8/23

8/27

9/2

Student journals

8/27

9/17

Small-group conference/focus 8/20

group

8/27

9/3

9/10

9/17

9/10

9/16

1. Data collection like taking soil samples

2. Like a television sports analyst, you are the lens through
which this bit of reality is perceived.
3. You must be unbiased, credible, and descriptive

TYPES OF DATA COLLECTION IN ACTION RESEARCH

1. Log or research journal
2. Field notes
3. Checklists
4. Rating checklists
5.Rubrics
6. Conferences and interviews

7. Video and audio recordings

8. Data retrieval charts
9. Maps
10. The arts
11. Archival data
12. Surveys
13. Attitude and rating scales
14. Online platforms and class journals

WeeklyChecklistforSeptember2010

Attheendofeachclass,putatallymarkbesideanyactivitiesdoneinthatsession.

Generating/prewriting
Drafting
Revising
Editing
Conferencing/talking
Reading
Other
Writing topics:

Special skills learned or used:

Things I have questions about:

Writing Checklist for Second- and Third-Grade Students

Student: ____________________________
Describe the students progress using the following key: 3 = very much, 2 = some, 1 = very
little, 0 = not at all.
Attributes
1. Uses invented spelling to hold ideas
2. Can spell most words on the 100 MFW list
3. Uses capital letters for beginning of sentences
4. Uses periods and question marks
5. Displays a willing attitude toward writing activities
Words per fifty (WPF) spelling scores:
Observations or comments:

Dates

Teacher Checklist to Document Skills/Concepts Taught.

Key: I = introduced, L = learning, P = practice/reinforce

Dates Taught
Skill

10/13

10/15

10/30

11/1

SHORT VOWELS
a
e
i
o
u
y

P
I

L
I

Open-Ended Checklist

Writing Skills
Capitalization of
names
There versus their
Adjectives
Writing dialogue
Paragraphs
Commas

Explanation of How You Use Each Skill

Rating Checklist for Science Skills

Student: _______________________
Teacher: ______________________
Grade: ____________
Science Skills
Key: 4 = outstanding, 3 = very good, 2 = average, 1 = low
STUDENT

SKILL
Observe and describe
Create a graph
Weighing
Predicting
Organize datacreate groups
Conclude
Use a lab report

Comments:

TEACHER

Rubric
4=wellabovecriteria

3=meetsallcriteria

2=meetssome
criteria

1=meetsfew
criteria

1.Eyecontact

Maintainseyecontact
withaudience
throughoutthespeech,
focusincludesall
audiencemembers

Eyecontactwith
audienceinmostof
thespeech,focus
includesmost
audiencemembers

Eyecontactwith
audienceinsomeof
thespeech,shifts
focustoincludesome
audiencemembers

Maintainslittleeye
contactwithaudience,
shiftsfocustoinclude
audiencemembers

2.Inflection
andpauses

Usesinflectionand
pauseseffectivelyto
maintaininterestand
attention.

Usessomeinflection
andpausesto
maintaininterestand
attention.

Useslittleinflection
andpausestomain
interestandattention

Usesaflat,monotone
voicewithnopauses
throughout

3.Structure

Structureisvery
apparentandisusedto
organizeideas,allideas
withinasectionare
related

Structureisapparent
andisusedto
organizeideas,most
ideaswithinasection
arerelated

Somestructureisused
toorganizeideas,
someideaswithin
eachsectionare
related

Littleornostructure
isusedtoorganize
ideas,fewideas
withineachsection
arerelated.

4.Preparation

Draftlookedlikea
finishedproduct,handed
inonduedate,all
revisionsweremade

Draftwasmostly
complete,handedin
ontime,some
revisionsweremade.

Drafthadsome
importantparts
included,handedin
neartheduedate,few
revisionsweremade.

Draftwasincomplete,
handedinlate,fewor
norevisionswere
made.

Product and Performance Assessment Form

Student:_________________________________

Age:__________

Grade:________
Type of Product or Performance: __________________________
Key: 5 = very high, 4 = high, 3 = average, 2 = low, 1 = very low
When compared to other students of a similar age, rate the product or
performance on the following criteria:
1. Creativity ____
2. Integration of ideas ___
3. Technical merit ___
4. Sophistication and level of detail ___
5. Aesthetics: artistic expression, emotion, feeling ___
6. Overall effect ___
Comments:

WritingAssessmentForm
Writingprompt:
Key:5=veryhigh,4=high,3=average,2=low,1=verylow
content,ideas_____

mechanics:spelling,grammar,
punctuation_____

metdeadlines;fulfilled
assignmentrequirements_____

organization,structure_____

fluency,communication_____

appearance_____

Ideasorinsights:
Skillstoworkon:

Checklist for Independent Research Projects

Key: 3 = trait is present to a high degree, 2 = trait is present, 1 = trait is present
to a low degree, 0 = trait is not present
___ A question was asked, a problem was identified, or an area of exploration
was defined.
___ Data collection was systematic.
___ Data was analyzed in a way that made it credible and trustworthy.
___ The results were described clearly and accurately.
___ Recommendations or conclusions were made based on the results.
___ The research project was linked to a theoretical context (or background
information).
___ The research was communicated in a way that was understandable.
___ Met all deadlines and requirements.
Research topic or focus:
Major results and conclusions:

Attitude Scales

Key: SA = strongly agree, A = agree, NO = no opinion, D = disagree, SD =

strongly disagree
Reading is fun. SA . . . A . . . NO . . . D . . . SD

Key: 5 = strongly agree, 4 = agree, 3 = no opinion, 2 = disagree, 1 = strongly

disagree
1. Reading is fun.
5...4...3...2...1
2. I know how to use science skills. 5 . . . 4 . . . 3 . . . 2 . . . 1

I like to read:

very much ,

some ,

little

Key: 4 = often, 3 = some, 2 = little, 1 = not at all

1. I read at home each day. 4 . . . 3 . . . 2 . . . 1
2. I watch TV at home each day.
4...3...2...1
3. I complete my homework at school. 4 . . . 3 . . . 2 . . . 1
4. I use some sort of prewriting strategy.
4...3...2...1