# data[].attributes.body
"Data" begins (but does not end!) with a basic mathematical record of engagement and completion.  In our definition of "data", however, it is also important to embrace awareness of the learners' wider circumstances, so our definition of "data" during the COVID-19 lockdown, for example, should include information about circumstances such as device and Internet access at home.  "Data" can also involve building an academic picture of the learner through consolidation of assessment results from the previous year, from e-as
TTle results in the current year, and from formative assessments throughout.  "Data" can also incorporate self-evaluation from learners, either in class or through an online platform such as SurveyMonkey.

# data[].attributes.body
Using anecdotal evidence from KAMAR, Bubl reflections, things we remember, intuition, grades, things we have noticed, ability levels, assessments, and other data we have absorbed and come by. It is largely qualitative due to not having tracked too much very formally due to most of us not really having realised or noticed we were meant to, or figuring out how to perform high quality research over lockdown.

Everything is data.

# data[].attributes.body
Defined our data as engagement with the online learning.

# data[].attributes.body
Collecting eASTTLE data from school database.
Trying to measure engagement in online courses.
Conversations with whanau.
Previous academic records.
Previous years capability data from school database.

# data[].attributes.body
Tracking engagement during online learning using Kamar, Zoom, Google, Microsoft, Education Perfect.

AFL tasks (Socrative quizzes).

# data[].attributes.body
Responded to student feedback by adapting our online lessons (e.g. more live lessons).

Switched to an internal based focus because students wanted to be earning credits over the lockdown in core subjects.

# data[].attributes.body
- Written responses
- Notebook
- Google Forms
- Formal testing methods
- e-asTTle
- One-on-one conversations
- Group conversations

# data[].attributes.body
Data is one form of evidence

Data is subjective

Quantitative - Astel, PAT, formative,

Qualitative - notes of conversations, emails, pastoral notes

# data[].attributes.body
If you have a large pool, need to explain what it is for and what the point is.

The "annoying test" ie doing testing for testing's sake can reinforce that you are at the bottom of the hierarchy of standardised testing. This context needs to be navigated.

Need to be wary of data collecting for collecting's sake.

Some forms of quantitative data and gaming statistics can give a distorted picture of reality

# data[].attributes.body
Increasing online lessons meant more face to face time and helped students understand the content.

Increasing internals mean students start back at school on Monday with credits.

# data[].attributes.body
Data is information. This can be from numerical values to responses to open-ended questions. The thing about information is how useful it is and what you can do with it.

# data[].attributes.body
Difficult during lockdown - some of us haven’t collected anything

We have only been able to collect data from students who have engaged online who aren’t necessarily the students we want to focus on

Quantitative data on engagement through online lessons has been possible (time spent on Education Perfect, marks on assignments done)

OTJ (Objective Teacher Judgement)

NAGY

# data[].attributes.body
Haven’t responded at this stage

# data[].attributes.body
- Changing our view of the situation.
- Having more insight into student life.
- Adapting our methods.
- Not doing something again.
- Doing something again.
- Added marks to markbook.
- Added to reports.

# data[].attributes.body
- Being online and losing face to face contact and being able to give immediate feedback
- Students who cannot engage because of no devices or internet
- Pull for seniors between work and kura
- Different platforms that you and the students aren't familiar with. This ended up also being an opportunity after everyone got used to it. We could see what needed to be taught again and see immediate quiz data.

# data[].attributes.body
Collection of summative assessment data allows the tailoring

# data[].attributes.body
Reflections, attendance, pastoral record, learning needs, Google Meet recordings, Art that has been produced, Work that has been produced, changes in mastery (diagnostic vs summative), conversation (or no contact) with whanau, Google Hangout transcripts, reports, Pattern of output (changes to Google Docs across time)

# data[].attributes.body
Evidence in google classroom. Filling out google forms and emailed them to the teacher to show they had been engaging with the novel study.

# data[].attributes.body
Making more informed decision about tailoring lessons and providing differentiation, providing student choice and promoting agency through student choice

# data[].attributes.body
- Written paragraphs from students.
- Written notes in a physical notebook.
- Recorded answers in Google Forms.
- Formal testing methods (officially recorded data e.g. e-asTTle)

# data[].attributes.body
Students we want to focus on haven’t been engaging online

Timetable/Class changes mean classes when we return will be different

# data[].attributes.headline
Responding to data from online learning during to school

# data[].attributes.subject
Responding to data from online learning during to school

# data[].attributes.body
Upon the return to school, my classroom will become a workshop-style environment rather than a lesson-style environment for the first two weeks, since data from the period of online learning has revealed significant variation between the stages of different learners.  Allowing learners the agency of leading their own learning through these two weeks of workshop sessions will combine with a differentiated approach of spending time with individual learners to offer support, ensuring that the students who were less able to access online learning during the COVID-19 lockdown are not disadvantaged.

# data[].attributes.body
Reflecting on lessons
Attendance
Pastoral record
Diagnosed and suspected learning needs
Recording Google Meets
Collecting art that has been produced
Collecting work that has been produced
Tracking changes in mastery (diagnostic vs summative)
Collecting transcripts of conversations (or no contact) with whanau
Collecting transcripts of Google Hangout transcripts
Collecting reports
Tracking pattern of output (changes to Google Docs across time)

# data[].attributes.headline
Data is what I used to create my class profile, which was a mixture of formal 'scores', teacher observations, reflections (theirs and mine).

# data[].attributes.subject
Data is what I used to create my class profile, which was a mixture of formal 'scores', teacher observations, reflections (theirs and mine).

# data[].attributes.headline
Eastell data; student surveys; assessment outcomes;learner information on age/gender/culture

# data[].attributes.subject
Eastell data; student surveys; assessment outcomes;learner information on age/gender/culture

# data[].attributes.headline
Half to 2 thirds of my class not online during the lock down

# data[].attributes.subject
Half to 2 thirds of my class not online during the lock down

# data[].attributes.body
- It is facts and statistics collected together for reference or analysis.

- It uses a mixture of teacher observation (based on teacher judgment), students behaviour, results and information about the learners to create a holistic view of the class/student.

- Information used to see a change in student outcomes and performance in the classroom over a period of time.

-Data needs to be considered objectively, especially when accessing things like learner agency, metacognition and learner motivation.

# data[].attributes.body
- Any output from class time
- Student voice, written and oral
- Also non-verbal cues can be recorded (e.g. this student was fidgeting, distracted etc. during this class, this student was engaged in this class)
- Results to class activities
- Changes in attitudes

# data[].attributes.body
- Kahoot
- Easstle/ PAT
- Formative Tests.
- Internal Assements
- Google forms.
- Exit Cards.
- Monitoring progress through listening and observing students during lessons.
- Interviewing students.
- Kamar Reports

# data[].attributes.body
Assessments
Google forms
Exit cards
Check-ins
Face-to-face
Reflections

# data[].attributes.body
- any results
- monitoring attitude and behaviour in class
- written voice
- any student voice
- observations

# data[].attributes.body
Changing learning times (during lockdown) based on student feedback

# data[].attributes.body
Could only get data from students with device access/engaged

# data[].attributes.body
- changed the way we've taught to cater to what we have captured and the student experience
- what do the students like? how can we keep them engaged?
- With distance learning - what structures of google classroom work for you?

# data[].attributes.body
- Use of excel spreadsheet to process the data. You can generate pie charts, bar graphs and dot plots to track trends in the data you are collection.

-Use of red, yellow and green colours scheme to visualise data on how learners are doing. It can be used to measure performance, behaviour and engagement.

-Using specific design for learning principles to create more targeted strategy to improve on trends in the classroom.

# data[].attributes.body
- Changed unit plans, exam timetables and even total assessments.
- Has informed decisions about continuing Unit's for those students who have engaged online and completed the Mahi, but equally not disadvantaging those who were not able to complete the work.
-

# data[].attributes.body
Gathering data informs me of how to proceed with my classes.

# data[].attributes.body
During the lockdown, data could only be collected from learners with devices and internet access. This made it very difficult to respond to the data. Learners not knowing how to use technology/platforms for learning.

# data[].attributes.body
- not enough time to record data to the extent you want to
- they won't try, or will not want to be rude so will not give you honest answers
-

# data[].attributes.body
Google forms
Google classrooms
Face-to-face
General wellbeing surveys