2025 - Inquiry!

 

Quantitative Data vs Qualitative Data

This term I’ve been focusing on gathering and analysing both quantitative and qualitative data to support my teaching inquiry:

“How might podcasting support the development of my learners’ ability to engage in extended, meaningful discussions about a text?”

Quantitative Data

To measure shifts in students’ reading comprehension and understanding, I’ve used several formal assessment tools across the year:

• PAT Reading Comprehension – I gathered this data at the beginning of the year to understand where my students were at in terms of reading comprehension. I will compare this to their end-of-year results to see if there has been measurable growth in their extended discussions and reading comprehension.

• PAT Reading STAR – This data was analysed earlier in the year and will again be reviewed at the end of the year to track progress in reading accuracy, fluency, and vocabulary knowledge.

• PROBE – I completed PROBE assessments with my students in Term 2 and will repeat these at the end of the year. This will help me compare shifts in students’ comprehension and inferencing skills, which are key to holding more meaningful discussions.

• Learner Surveys – I’ve completed two reading and discussion profile surveys so far. These capture student attitudes towards reading, discussion, and podcasting. I’ll conduct another survey later in Term 4 to see if there’s been a change in how students perceive their confidence and enjoyment when discussing texts.

Qualitative Data

Alongside the quantitative measures, I’ve been gathering a range of qualitative data to understand how students are engaging in discussions and how podcasting is influencing their learning.

• Student Reflections – Students have reflected on their experiences recording podcasts and taking part in extended discussions. Their feedback has given insight into how podcasting has made discussions feel more purposeful and enjoyable.

• Teacher Reflections – After each group discussion or podcast session, I’ve written reflections about the group discussions. These reflections help me identify growth in confidence, depth of discussion, and collaboration over time.

• Vosaic Video Analysis – Using Vosaic, I’ve recorded and analysed several of my lessons. This tool has provided valuable data about my questioning techniques, how I facilitate discussions, and how student talk time has shifted throughout the term.

By combining these different forms of data, I’m building a clearer picture of both student progress and changes in my own teaching practice. I’ll continue to use these tools throughout Term 4 to evaluate whether podcasting is truly helping my learners engage in deeper, more sustained discussions about what they read.