Individual Witnesses Whose Testimony Data Instrum

Data Gathering Instruments

Data Collection

As you consider the construction of your data gathering instruments,
use the following questions and explanations by Sagor (2011) to guide
you.

• What are three data sources will you use for your AR?
• Do you need a matrix for data triangulation?
• Is the process I am using to answer my question clear enough that my students (clients or participants) can understand it?

When collecting and analyzing data, action researchers can do a
great deal to ensure the validity and reliability of their findings by
using a process called triangulation. The term triangulation refers to
the use of multiple independent data sources to corroborate findings.
The purpose and necessity of corroboration is the same for the action
researcher as it is for the trial lawyer. A trial lawyer knows that to
convince a jury of the accuracy of a legal theory, it helps to have more
than one witness; the more individual witnesses whose testimony
supports the theory, the more credible the theory becomes (Sagor, 2002,
p. 16-18).

Educational action researchers usually have a wide variety of data
sources available to them. Some of the most common data sources are the
following:

Existing data

• School/teacher records
• Referrals to the principal
• Attendance records
• Tardies
• Classroom behaviors (talk outs/negative behaviors)
• Number of detentions (per student)
• Number of suspensions (per student)
• Student work/portfolios

Observation data

• Photographs
• Videotapes
• Diaries, logs, journals
• Rating scales/rubrics
• Data obtained by shadowing students through the school day

Probes

• Tests
• Surveys
• Interviews
• Focus groups

You, as the researcher, will describe the instruments and data
gathering techniques used. You must establish criteria for selecting the
data as they relate to the scope of the problem.

A helpful tool for planning data collection and triangulation is a
triangulation matrix—a simple grid that shows the various data sources
that will be used to answer each research question. The matrix provides
the action researcher with some assurance that the potential for bias
(which is always present whenever a single source of data is used) won’t
take on undue significance. Figure 2.3 illustrates how a completed
triangulation matrix for a study on student editing might look.

Figure 2.3. Triangulation Matrix—Study on Student Editing

Issues to pay attention to when trying to answer research question	Data Source #1	Data Source #2	Data Source #3
What is the relationship between student enjoyment of writing and the quality of their editing?	Student survey	Analysis of first, second, and final drafts	Comparison with work on previous assignments
In what ways will providing students with a copy of a scoring rubric impact the quality of their finished papers?	Student interviews	Contrast between revisions made in assignments without rubrics and ones with rubrics	Third-party assessments of finished products
To what extent are the finished papers different when students use peer editors?	Student interviews	Contrast between revisions made in assignments without peer editing and ones completed with peer editing	Third-party assessments of finished products

Adapted from: Guiding school improvement through action research. (Sagor, 2002, pp. 8-16).

Your Task

Submit at least one of the data gathering instruments you have
selected, or at least one of the instruments you have constructed along
with an explanation. Please be sure to include your explanation for what
you have chosen or designed – focus on how you see it connecting to
your proposed project/research question. Attach the data-gathering
instrument (surveys, pre tests, etc.) to the assignment submission.

Please also include a triangulation chart showing the ideas you have
for the remainder of your data collection. You will need to develop the
other tools for the final proposal as well, but for this assignment,
you are submitting one to show your thinking and to get feedback about
your ideas in the triangulation matrix. After you get instructor
feedback on this, you can continue to develop your ideas and add them to
your AR proposal.

Reference

Sagor, R. (2002). Guiding school improvement through action research. Alexandria, VA: ASCD.