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Drawings as a Component of Triangulated Assessment

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Title: Drawings as a Component of Triangulated Assessment
Language: English
Authors: Otto, Charlotte A., Everett, Susan A., Luera, Gail R., Burke, Christopher F. J.
Source: Networks: An Online Journal for Teacher Research. Spr 2013 15(1).
Availability: New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Peer Reviewed: Y
Page Count: 8
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Freehand Drawing, Action Research, Preservice Teachers, Elementary Education, Mixed Methods Research, Student Evaluation, Elementary School Students, Student Research
Geographic Terms: Michigan
ISSN: 2470-6353
Abstract: Action research (AR) in an educational setting as described by Tillotson (2000), is an approach to "classroom-based problems" or "specific school issues". This process involves identification of the issue or problem, development and implementation of an action plan, gathering and interpreting data, sharing the results within the community, and "action planning" as a cyclical endeavor. AR is utilized as a key component of developing pre-service teachers in the University of Michigan-Dearborn certification program. Illustrating the five components of Tillotson's approach, pre-service elementary teachers develop and analyze pre-assessments of K-8 student knowledge about a specific science topic to identify prior student understanding; they create and teach two lessons to provide applicable scientific content, post-assess to determine the impact of their teaching and write a research journal style report describing their project. The AR assignment is more structured than a typical action research project in order to support the pre-service teachers, many of whom have never conducted a literature review, created assessments linked to research, or completed an AR project (Luera & Otto, 2005). This article provides an action research study of the capstone course, 24 final AR reports from capstone courses offered between Fall 2009 through Winter 2011 were examined to determine the kinds of pre-assessments administered. The AR projects covered in these final reports included all grade levels, kindergarten to sixth grade; each project was conducted in a different local school. All of these schools are located within a large, diverse metropolitan area with correspondingly diverse socio-economic levels. Pre-service teachers who connected their assessments to prior research were able to obtain deeper insights into K-8 student understandings and their analyses were more robust and thoughtful. Rich information was obtained from the pre-assessments that included drawings but more guidance from course instructors would improve both the preassessment itself and the subsequent analyses. For in-service teachers, the recommendation is to not only measure student knowledge by use of multiple methods, (i.e., triangulating assessment data) but also to employ drawings as a means of assessment. For many, drawings are typically thought of as "art" rather than as a cognitive task. Drawings in science are useful for students, in particular young children and ELL students, as a way to convey their understanding or their mental models of a science topic in a way that words cannot.
Abstractor: ERIC
Number of References: 10
Entry Date: 2013
Accession Number: EJ1152570
Database: ERIC
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  Data: Action research (AR) in an educational setting as described by Tillotson (2000), is an approach to "classroom-based problems" or "specific school issues". This process involves identification of the issue or problem, development and implementation of an action plan, gathering and interpreting data, sharing the results within the community, and "action planning" as a cyclical endeavor. AR is utilized as a key component of developing pre-service teachers in the University of Michigan-Dearborn certification program. Illustrating the five components of Tillotson's approach, pre-service elementary teachers develop and analyze pre-assessments of K-8 student knowledge about a specific science topic to identify prior student understanding; they create and teach two lessons to provide applicable scientific content, post-assess to determine the impact of their teaching and write a research journal style report describing their project. The AR assignment is more structured than a typical action research project in order to support the pre-service teachers, many of whom have never conducted a literature review, created assessments linked to research, or completed an AR project (Luera & Otto, 2005). This article provides an action research study of the capstone course, 24 final AR reports from capstone courses offered between Fall 2009 through Winter 2011 were examined to determine the kinds of pre-assessments administered. The AR projects covered in these final reports included all grade levels, kindergarten to sixth grade; each project was conducted in a different local school. All of these schools are located within a large, diverse metropolitan area with correspondingly diverse socio-economic levels. Pre-service teachers who connected their assessments to prior research were able to obtain deeper insights into K-8 student understandings and their analyses were more robust and thoughtful. Rich information was obtained from the pre-assessments that included drawings but more guidance from course instructors would improve both the preassessment itself and the subsequent analyses. For in-service teachers, the recommendation is to not only measure student knowledge by use of multiple methods, (i.e., triangulating assessment data) but also to employ drawings as a means of assessment. For many, drawings are typically thought of as "art" rather than as a cognitive task. Drawings in science are useful for students, in particular young children and ELL students, as a way to convey their understanding or their mental models of a science topic in a way that words cannot.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Freehand Drawing
        Type: general
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Student Evaluation
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Student Research
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      – SubjectFull: Michigan
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      – TitleFull: Drawings as a Component of Triangulated Assessment
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