4.6.b Qualitative and Quantitative Data

4.6.b Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.

Partnering with Dual Language teachers in my team to collect students’ data has been a significant part of my role as a Dual Language Lead this year. We have been using Microsoft Form as our primary method of surveying students and families to get feedback to direct and support students learning in our program.   

One example is while our district implemented the literacy learning tool in December for Dual Language students to improve their literacy skills in the target language. I supported my team using Microsoft Form to collect students’ feedback on their experience using this tool. The qualitative data was collected and shown below. In the sample of 92 students, we had 100% responses informing the teachers which components of this tool are challenging for students to use. As a result, recording speaking was the most challenging feature for students.  

After learning from the students’ feedback from the qualitative data, we continue to survey students by using an open-ended question to understand the students’ challenge in recording their speaking. Below is the quantitative data we collected from the open-ended question in the follow-up survey: 

How did you find recording your speaking challenging? 

My pronunciation was not acute  52 
The computer did not understand me  28 
My microphone is not working 17 
My voice was not recorded 39 
Hard to read  12 

As a result, we interviewed students who provided answers “pronunciation was not acute” to explain and find out the speaking feature in this digital tool required native speaker pronunciation to consider as a “score” and allow students to earn credit or pass the task. At the same time, our team realized that our dual language literacy teaching has been paying less attention to students’ pronunciation in the target language. As a team, we reviewed this data and planned further to discuss students’ pronunciation in literacy development.