Triangulating Data
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Collecting and analyzing data from different sources is called triangulation. Using multiple methods of formative assessment to monitor learning toward a specific learning target provides teachers with a well-rounded view of student learning. With multiple measures, teachers can assess the depth and breath of concepts, uncover misconceptions, and use the data to make informed instructional decisions. Check out sample formative assessment ideas on this issue’s infographic.
Once you have the data from two or more formative assessments, you are ready to triangulate the data. Always keep the learning objective and data question(s) in mind while analyzing the data.
Here is an example:
Learning Objective: TSW represent two-digit numbers using multiple models.
Data Questions: Are students correctly using multiple models to represent two-digit numbers? What misconceptions do students have?
Formative Assessment Strategies:
Teacher Observation: Checklist – Note what models students successfully use during class practice.
Student Responses: Exit Tickets –Prompt students to use two models to represent a two-digit number.
Students: Self-Evaluation (Reflection Journals) – Prompt students to reflect upon their use of mathematical models and new learning related to the models.
Method for Triangulating the Data:
After collecting the data from the three sources, you are ready to analyze the data.
Sort students into categories by students who consistently demonstrated proficiency in class practice and in exit tickets, students who showed some proficiency, and students who did not show proficiency.
Note models that students used incorrectly or did not use as frequently.
Review student reflection journals to confirm students are categorized correctly and note any additional misconceptions.
Use the triangulated date to reteach specific models to the whole class and provide small group instruction to sub-groups based on gaps in proficiency and readiness for extension.
