Creating A Data Collection Plan That Works

Practice:

Get quality data into your evaluator’s hands

Key Action:

Manage logistics and communications for data collection

TOOL: Creating a Data Collection Plan That Works

Purpose:

Your data collection plan is more likely to be successful if you factor in some logistical requirements right from the start. Even a theoretically ideal plan will benefit from considering such factors as the capacity of your staff, their job requirements, timelines, and schedules. You can use this checklist and matrix to make your data collection plan work more smoothly.

Source:

Adapted from: U.S. Department of Education, Office of Safe and Drug-Free Schools. (2007). Mobilizing for evidence-based character education (p. 23). Washington, DC: Author. The entire guide can be downloaded at www.ed.gov/programs/charactered/mobilizing.pdf (last accessed December 10, 2008).

Instructions:

1. Review the checklist of important logistical considerations for data collection. 2. Fill in the matrix as a way to embed these considerations into your own data collection plan. Add notes on these categories to the template periodically, as necessary.

1

Practice:

Get quality data into your evaluator’s hands

Key Action:

Manage logistics and communications for data collection

Creating a Data Collection Plan That Works Instructions: Review this checklist of important elements for an effective data collection plan. Then use the matrix below to embed these components in your plan. In developing your data collection plan, have you…. 

connected each indicated data collection measure with a specific goal or outcome?



identified your data sources? (e.g., school records, program staff members, district information systems)



determined that your existing data collection instruments (e.g., tests, surveys, logs, observations, records) are o valid? (i.e., they measure what they are supposed to measure) o reliable? (i.e., they measure in the same way each time they are used) Type here o developmentally and culturally appropriate?



planned to pilot test any new data collection instruments (e.g., tests, surveys, logs, observations, records) to ensure they are o valid? (i.e., they measure what they are supposed to measure) o reliable? (i.e., they measure in the same way each time they are used) o developmentally and culturally appropriate?



considered how to obtain parental consent for evaluation activities?



aligned the data collection schedule with the school calendar? (e.g., coordinated with student assignment, testing, professional development)



specified who will collect the data?



specified the format you want the data collected in?



clarified requirements for administering the instruments? (e.g., time, materials)



planned for a manual or training to ensure data are collected in ways that will ensure their validity?

Goal or outcome

Indicato r

Data source(s)

Theme integrated into curriculum

Lesson plans; teaching strategies

Observation notes; lesson plans; teachers; magnet director

Method Teacher interviews; teacher self-reports

Who collects?

When?

Magnet coordinator; evaluator

4 times a year, after each quarter

Validity/ reliability information Existing observation tools tested by evaluator

Add rows as needed 2