Knowing More than Words Can Say: Using Multimodal Assessment Tools to Excavate and Construct Knowledge about Wolves

Autor/in	O'Byrne, Barbara
Titel	Knowing More than Words Can Say: Using Multimodal Assessment Tools to Excavate and Construct Knowledge about Wolves
Quelle	In: International Journal of Science Education, 31 (2009) 4, S.523-539 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Instructional Effectiveness; Program Effectiveness; Grade 2; Student Evaluation; Educational Assessment; Evaluation Methods; Animals; Case Studies; Puzzles; Freehand Drawing; Longitudinal Studies; Elementary School Science; Science Education; Science Instruction; Scientific Concepts; West Virginia + Suchen Sie Ihr Suchwort? Unterrichtserfolg; School year 02; 2. Schuljahr; Schuljahr 02; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Animal; Tier; Tiere; Case study; Fallstudie; Case Study; Legespiel; Drawing; Zeichnen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The purpose of this study was to investigate how multimodal assessment tools enabled Grade 2 students to show knowledge and understanding of wolves. The research design was a case study across three years employing descriptive statistics to portray student knowledge and understanding associated with the use of each tool. The findings indicate that multimodal assessment tools enable second graders to express, refine, and extend thinking and knowledge about wolves. These results illustrate the need to examine the relationship between the properties of assessment tools and younger students' expression of scientific knowledge and understanding. (Contains 1 figure and 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10