Quality and Quantity, III

salvēte, amīcī et sodālēs!  As I looked back over yesterday’s post, I realized I left out one very important distinction in my definitions of qualitative and quantitative approaches to teaching and learning.  Both can certainly use numbers, but a quantitative approach is all about manipulating those numbers – producing an average, for example – while a qualitative approach is more concerned with what the numbers represent.

Of course, as a teacher in an American public school, I find that I use elements of both approaches.  One important part of my job is to report an “overall grade” – a single number that somehow represents my students’ overall performance with five distinct curricular strands, work habits, “percentage of correct responses” (to quote part of a policy about grades that I read somewhere), and whatever other factors I, as the teacher, find important enough to include.  If you’re a long-time lēctor fidēlissimus, you know that I’m a bit skeptical of that single number, and you’ve probably read some of my prior posts about ways that I try to give Ownership of that number to my students.  I’m actually much more interested in the kinds of numbers that a qualitative approach can give:

  • My face-to-face Latin I students took a test yesterday, and many of them were struggling with singular and plural verb forms.  I’m curious to compare each student’s number of correct responses from that test with the number of correct responses on a quiz we took today … after we had some extra practice with the difficult verb forms.
  • At the start of each grading period, I try to give a diagnostic reading assessment.  There’s not a “grade” per se, but I want to know how many details my students can find in a Latin passage in a fairly short amount of time.  Then, as we continue to work on reading speed and fluency, I’m curious to see if that number increases over time.
  • My Latin I students also did a rather complicated, collaborative vocabulary review activity today.  I’ll be curious to see if they can match more verbs with their meanings when we do a similar activity next week.

I realize that all of these examples are focusing not on individual numbers, nor even on calculations involving those numbers, but on trends in those numbers over time.  Is that the biggest difference between a qualitative and a quantitative approach?  I’m not sure … I’ll have to ponder that myself!

One of the great benefits of an online learning environment like the Tres Columnae Project is that it can very easily automate the record-keeping needed for both qualitative and quantitative approaches.  As soon as a student completes an activity, his or her work can be scored immediately, and the system can capture all kinds of numeric data:

  • how long the student took to answer each question;
  • which questions were answered correctly;
  • what specific Knowledge, Skills, or Understandings were tested by each question;
  • how the student has progressed – or failed to progress – in Knowledge, Skill, and Understanding over time.

As I reflect on the kinds of data that teachers often receive about students – things like their “overall score” or “proficiency level” on a standardized test – it seems to me that more specific information is much more helpful.  Little Johnny or Suzie scored a “Level II” on the 8th grade Language Arts Exam … but what were the areas of strength and weakness?  And what progress has Johnny or Suzie made, or failed to make, in particular Language Arts skills over the past few years?  Score reports are often silent in these areas, but I think we need to break the silence if we really want to help Johnny or Suzie progress as a learner.

quid respondētis, amīcī?

  • What do you think of the redefinition of qualitative and quantitative approaches in this post?
  • What types of information do you want to collect about your students?
  • What are some ways that we can take raw, unprocessed data and transform it into helpful information?
  • And how can we use such information – whether we get it from the Tres Columnae Project or from another source – to help our students grow in specific areas?

If all goes well, we’ll address these questions in our next post … and I sincerely hope that next post will happen tomorrow.  Unfortunately, this is the beginning of that crazy period I mentioned in yesterday’s post, so it may be Friday or even Saturday … and I apologize in advance.  If it does take a few days, I hope you lectōrēs fidēlissimī will continue the conversation, either by email or by comments here.

intereā, grātiās maximās omnibus iam legentibus et respondentibus.

Published in: on October 6, 2010 at 10:16 am  Leave a Comment  
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