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There are basically two types of data you will need to collect...outcome and process data.
Process data are collected on a frequent basis and used to assess progress. Process data provide snapshots at points along a continuum—e.g. reading proficiency data collected throughout the year. Process data are then analyzed and used to drive decisions about improving instruction. Process data are almost always collected and used by teachers.
Process data help the teacher monitor individual student progress, determine where instructional time is needed (and not needed) for the class as a whole, and provide specific feedback to parents. In the yearly physical metaphor used in the outcome data description (resource sheet 1.5), process data may be asked for by your doctor if there is a problem with an outcome indicator. For example, perhaps your cholesterol level (outcome indicator of general health) is too high. To assess what the problem might be, your doctor may ask you to record how many minutes you exercise and the number of fat grams you consume each day (process data). It is from the process data-not the outcome data-that you and your doctor will be able to diagnose what changes or interventions you need to make to improve your cholesterol level.
Both outcome data and process data need to be collected. If outcome data indicate a problem, process data can help diagnose where the problem is and identify root cause. Tracking process data will also provide information before you get to the end (of the unit, of the school year, at graduation) when it's too late to do anything about areas that need improvement. Both outcome and process data need to be collected in consistent ways and organized so that they will accurately inform potential users of the data.
The best ways to display process data include line graphs, run charts, and control charts.
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Line Chart
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