The educator or district leader determines the necessary qualitative data to collect and also identifies the types of instruments, timeline, and participants involved in the data collection. The educator or district leader reviews publicly available research instruments and uses these to create data collection instruments, such as a survey that includes open-ended questions, one or more interview, or focus group protocol(s) to gather qualitative data from pilot participants.
The first step in data collection is to explicitly articulate the metrics that need to be collected. Consider the goal or research question involved in this project to identify the appropriate data necessary to answer your question or measure the success of a pilot.
Once you have determined the metrics that you need to collect in your study, it is important to identify the appropriate audience(s) from whom to collect this data. For example, many studies gather qualitative data from students, educators, and district leaders; however, in some cases it may be appropriate to gather data from additional stakeholders such as parents, instructional coaches, or principals.
In order to create data collection instruments, you need to craft the questions that you will include, such as open-ended survey questions and interview or focus group protocols. It is best to research survey questions that measure the specific constructs you have identified. During this research, try to emphasize item questions that have been tested for validity and reliability to ensure they measure the intended construct. If you are unable to find exact questions for your instrument, try to modify existing questions to meet the criteria of your instrument (for example, if you find a survey question from a published source that asks, “What did you like about this program?,” you could modify the question to read, “What did you like about Achieve3000?”). It is important to use valid and reliable or research-based questions in your qualitative instrument design to be sure you gather the data you intended to collect (see Edtech Pilot Post-Survey, Edtech Pilot Teacher Pre-Survey, Pilot to Purchase Teacher Survey Questions, Teacher Focus Group Protocol, and Educational Technology Integration Questionnaire [ETIQ] in the resources).
It is important to collect pre- and post-data to measure trends over the course of a study. To do so, it is critical to create a plan for administering the instruments. Plans should include procedural and logistical factors along with concrete dates. For example, it is important to block off planned times with educators to conduct interviews or focus groups. In these instances, be sure to follow the protocol you’ve created to ensure that you ask users questions consistently. In the case of surveys, it is helpful to consider holiday and testing schedules when distributing the data collection instrument, and to send reminders to ensure higher response rates.
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3. You must receive a “Yes” in all parts submitted in Part 2.
Identify the metrics necessary to measure the efficacy of a program or product, or to answer your research question. Please complete Part 1 before moving to Part 2.
Describe the metrics you plan to collect, making sure to consider metrics that could be collected through
To earn this micro-credential, please submit a document with the following:
Submit at least one qualitative data collection instrument.
This instrument can be the open-ended questions in a student or educator survey, a student or educator interview protocol, or a classroom observation tool that involves scripted note-taking (a technique that involves writing down everything you observe in the classroom; see Sample Observation Techniques Tool in the resources). You are welcome to share multiple instruments as well.
After you have designed the qualitative data collection instrument(s), write a reflection that addresses the following:
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