What was the impact of my diffi-tool on Givercraft students & teachers; what should I change for Survivorcraft to ensure that my intervention is effective?
I have a hard time answering this question this week. I will have to rely on the survey from the teachers to come up with the answers. Since I need this information in order to be able to prepare for our next task that is coming up it is essential that I help to come up with a thoughtful way of surveying the teachers who were involved in Givercraft. I have come up with the following questions that may assist in finding out the impact of badges on the Givercraft students and anything they felt needed to be changed to help with effectiveness.
- Did you use the badges? ___ Yes ___ No
- If yes, what percentage of students do you feel desired the badges?
___0-25% ___ 25-50% ___ 50-75% ___ 75-100%
- How effective do you feel the badges were?
___ Very effective ___ Somewhat effective ___ Not very effective
- Do you have any other suggestions that would make these badges more desirable?
I searched through Givercraft and found no evidence that my badges were used at all. I would like to put together a quick survey, but would love other questions to add to the survey. We need to also keep in mind the students and their opinions. “Students tend to be more open and honest about their learning than one would expect and these can be criterion referenced” (Macdonald, 2004, p 90).
I looked into surveys and what types of questions I should ask. I found that there were positives and negatives to both open-ended and closed-ended questions but for our purpose I plan to use more closed-ended questions. “Questions that are closed-ended are conclusive in nature as they are designed to create data that is easily quantifiable” (Penwarden, 2013). I plan on creating this through survey monkey, which stated that you should use closed-ended questions when possible to make your data easier to analyze. (Hanna , 2012)
We need to be able to gather information to help guide us in our future tasks. “Teachers, however, cannot achieve these changes alone, but require the kinds of organizational conditions in which learning from and using evidence becomes an integral part of their practice” (Timperley, p 8). We influence our students and their outcomes, so it is important for us to know where what we are doing is truly helping or if we need to modify what we are doing to best accommodate each person. The Education Quality and Accountability Office stated that “When data are being used effectively, decisions about the focus of instructional programs and practices, professional learning needs, resource requirements, intensity of support for students’ needs and placement of support staff are grounded in data analysis” (Ontario, 2014, p 5). This is the foundation that allows us to best serve our students. By using the data at hand effectively we are able to assist them where it is needed. It is the same with our diffi-tools. We need to be able to assess whether it was helpful and/or change things to suit their needs.
Hanna, J. (2012, April 13). 10 Tips to Improve Your Online Surveys. Retrieved from
Macdonald, R. (2004). Assessment Strategies for Enquiry and Problem-Based Learning.
Retrieved from http://www.nuigalway.ie/celt/pblbook/chapter9.pdf
Ontario Leadership Strategy. (2014). Using Data: Transforming Potential into practice.
Penwarden, R. (2013, Aug. 7). Comparing Closed-Ended and Open-ended Questions.
Timperley, H. (n.d.). Using Evidence in the Classroom for Professional Learning. Retrieved