Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data

Autor/inn/en	Shelton, Angi; Smith, Andrew; Wiebe, Eric; Behrle, Courtney; Sirkin, Ruth; Lester, James
Titel	Drawing and Writing in Digital Science Notebooks: Sources of Formative Assessment Data
Quelle	In: Journal of Science Education and Technology, 25 (2016) 3, S.474-488 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-016-9607-7
Schlagwörter	Formative Evaluation; Evaluation Methods; Science Instruction; Student Journals; Knowledge Level; Freehand Drawing; Journal Writing; Magnets; Student Evaluation; Writing (Composition); Scoring Rubrics; Statistical Analysis; Grade 4; Elementary School Students; Scientific Concepts; Case Studies + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studentenzeitung; Wissensbasis; Drawing; Zeichnen; Zeitschriftenaufsatz; Stabmagnet; Schulnote; Studentische Bewertung; Schreibübung; Scoring formulas; Auswertungsbogen; Statistische Analyse; School year 04; 4. Schuljahr; Schuljahr 04; Case study; Fallstudie; Case Study
Abstract	Formative assessment strategies are used to direct instruction by establishing where learners' understanding is, how it is developing, informing teachers and students alike as to how they might get to their next set of goals of conceptual understanding. For the science classroom, one rich source of formative assessment data about scientific thinking and practice is in notebooks used during inquiry-oriented activities. In this study, the goal was to better understand how student knowledge was distributed between student drawings and writings about magnetism in notebooks, and how these findings might inform formative assessment strategies. Here, drawing and writing samples were extracted and evaluated from our digital science notebook, with embedded content and laboratories. Three drawings and five writing samples from 309 participants were analyzed using a common ten-dimensional rubric. Descriptive and inferential statistics revealed that fourth-grade student understanding of magnetism was distributed unevenly between writing and drawing. Case studies were then presented for two exemplar students. Based on the rubric we developed, students were able to articulate more of their knowledge through the drawing activities than through written word, but the combination of the two mediums provided the richest understanding of student conceptions and how they changed over the course of their investigations. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01