NAME: Kristen Houlihan

WONDERING: How can I use assessments to better meet the needs of my students before, during, and after a lesson?

Weekly Log
Complete this log each week and include the actual data collected in your data notebook. In addition, you will complete a
corresponding Data Reflection Blog (located in canvas) about the most relevant/important aspect of your inquiry work each week. It
is an expectation that a minimum of two entries with corresponding data are completed each week with many weeks having more
than two entries. The data log below will help you to create an outline of the methods section of your paper.

Week/ Action Taken to impact Data Collected (and included Connection to my Inquiry (How Making sense/analyzing the
Date student learning (cite data in this notebook such as CT will this data/action help me answer my data (ie: read chronologically,
such as literature, student work observation, field notes, student wondering?) highlight key ideas, sort student
etc. to explain why you took surveys, CT interviews, digital work into groups)
the action) pictures, video, course readings)

Week Observations of students
1- Jan and behaviors. I did this
11-13 because I am in a new
classroom and trying to get
a feel of the classroom
environment.
Observations about student
behavior, conversations with
CT
Getting to know the students and the
classroom environment is key for
writing the background of my inquiry
paper.
Students in this classroom were
placed because of their high
reading levels. Students have
little to no behavior issues, and
overall are hard workers and
perform well compared to their
peers.

Week Based on the conversations
2: Jan with my CT and my
17-20 observations, I decided to
conduct learner surveys to
see what type of learners
my students are and how
they learn best.
Student Interest Survey
How do you work best?
survey
This data will help me to adjust
assessments to better meet the
needs of my students.
Student individual responses are
in folder, tally charts based on
class responses are in data
journal.
Most of the students said that
they would like help in writing.
 NAME: Kristen Houlihan
WONDERING: How can I use assessments to better meet the needs of my students before, during, and after a lesson?
Week Based on my student
3: Jan interest surveys, I have
23-27 decided to conduct a CT
interview regarding my
inquiry. I also attended a
PLC with the other second
grade teachers about
questioning and formative
assessment.
Week/ Action Taken to impact Data Collected (and included
Date student learning (cite data in this notebook such as CT
such as literature, student work
etc. to explain why you took
the action)
Week Based on the PLC and 53
4: Jan ways to check for
30-Feb understanding, I decided to
3 implement some of the
strategies that were
discussed.
Table groups working
together to figure out
problems, differentiated
math groups.
Week Based on the face to face
5: Feb researcher class, I decided
6- 9 to do some more research
and add to my literature
chart
CT interview
PLC notes
observation, field notes, student
surveys, CT interviews, digital
pictures, video, course readings)
Observation notes about math
lesson
Pictures of student responses
during reading lesson
Research articles
Completed literature chart
In conducting my CT interview, I was
able to see where my CT feels that
assessment can be improved.
In attending the PLC, I was able to
learn about many different
questioning techniques that I can use
in my future lessons.
Connection to my Inquiry (How
will this data/action help me answer my
wondering?)
My CT and I used formative
assessments made on student
performance to pick math groups.
Student responses to the questions
posed during the reading lesson can
be used as a summative assessment
for the lesson, or as formative
assessments to drive the next lesson.
Performing research is an important
part of performing inquiry. It can help
to give more ideas on where to go
next in the inquiry process.
CT Interview: was able to get a
list of students that struggle with
assessment and students that
do well during assessments.
PLC: have students working
together to answer questions.
53 Ways to Check for
Understanding
Making sense/analyzing the
data (ie: read chronologically,
highlight key ideas, sort student
work into groups)
Pictures are on phone, math
lesson observations are written
in data journal.
Research articles are printed out
and placed into data notebook.
Literature chart is also printed
out and placed into notebook.
 NAME: Kristen Houlihan
WONDERING: How can I use assessments to better meet the needs of my students before, during, and after a lesson?
Week Based on the literature, I
6: Feb decided to enact some of
13-17 the technology aspects into
my assessments in my
PRIDE groups.
I also learned about a new
assessment strategy:
CHAMPS, while I was in my
Teacher as Researcher
class.
Week I decided to implement the
7: Feb CHAMPS model into my
20-24 students writing. Since it
was the first time, I decided
to grade the writing myself.
Students received specific
feedback related to their
writing. They were able to
see why they received the
grade that they did and
what improvements could
be made to their writing.
Students in reading learned
about flyers and invitations.
Students made their own
flyers and invitations after
the lesson.
Week/ Action Taken to impact
PRIDE students PowerPoints
CHAMPS assessment
. CHAMPS model is in lesson
Examples of students writing
with CHAMPS grade on them.
Student work with flyers and
invitations
Data Collected (and included
Using technology as a way for PowerPoints for PRIDE are on
students to demonstrate what they Sarahs flashdrive
know is important in todays society.
CHAMPS is a way for students to plans and in data notebook.
self-assess themselves, which was
something that I wanted to
accomplish with my inquiry.
Self-assessment is something that I Examples of student work are
would like to work towards in my on my phone in pictures.
inquiry, so I think the best way to do
this is to scaffold the students into
that.
Providing specific feedback with
assessments is important for
students to make gains.
Giving the students multiple ways to
show what they know is important
with assessment. Having the
students create their own flyers
showed that they knew what a flyer is
for.
Connection to my Inquiry (How Making sense/analyzing the
 NAME: Kristen Houlihan
WONDERING: How can I use assessments to better meet the needs of my students before, during, and after a lesson?
Date student learning (cite data in this notebook such as CT
such as literature, student work
etc. to explain why you took
the action)
Week Since the students were
8: Feb more familiar with the
27-Mar CHAMPS model writing, I
3 decided to talk about and
display the way that
students were going to be
assessed before giving
them a writing assignment.
Students wrote two different
writing pieces using this
new rubric
Week In seeing the students thrive
9: Mar with the new rubric, for the
6-10 next writing unit I wanted to
work on having the students
create the rubric with me so
that they were a part of the
process.
Students wrote poems with
the new rubrics that they
helped to create.
Week This week I worked in
10: expanded the rubric system
Mar into other subject areas.
20-24
Students used rubrics that
observation, field notes, student
surveys, CT interviews, digital
pictures, video, course readings)
Student writing samples
CHAMPS rubric that was
displayed in the classroom
while students were working on
their writing.
Students poetry notebooks
were turned in as a summative
assessment.
CHAMPS rubric that the
students helped to create and
was displayed in the
classroom.
Student work- completed
science work, completed
PowerPoints
will this data/action help me answer my
wondering?)
This data let me know that students
writing improved when the rubric was
displayed for them. Students being
able to reference back to the rubric
let them know what was expected of
them and what they needed to
accomplish.
Seeing how the students reacted to
being a part of the process let me
know that students work better when
they help to create how they are
being assessed. Students know their
expectations when they are creating
rubrics.
Students are familiarized with the
rubric system and now are aware of
their expectations across subject
area.
data (ie: read chronologically,
highlight key ideas, sort student
work into groups)
Samples of student writing are in
pictures on my phone. Rubric
that was displayed will be placed
into my data notebook.
Samples of student writing are in
pictures on my phone. Rubric
that was displayed will be placed
into my data notebook.
Students PowerPoints are on
flash drive. Work is in their
science notebook.
 NAME: Kristen Houlihan
WONDERING: How can I use assessments to better meet the needs of my students before, during, and after a lesson?

we came up with as a class Students are choosing their own

in Science and Reading. topics and I would like to see if
student choice on how they are being
Students in my PRIDE assessed has any effect on their
group worked on creating performance or assessment scores.
presentations with the topic
of their choosing.

This week, I worked with Individual conference form Students are becoming aware of their Pictures are on phone
Week students on having them Student work strengths and weaknesses and are Conference form in notebook
11: self-assess themselves and able to look at their work with a
Mar having individual critical eye
27-31 conferences with the
students