praxis proposal ppt t sterling slideshare

AN INVESTIGATION OF THE RELATIONSHIP BETWEEN THE MODE OF

READING ASSESSMENT AND INSTRUCTION, AND READING ACHIEVEMENT OF

GRADE SIX STUDENTS

Tania Sterling Walden University EDUC 8030-10 Dr. Mitchell Olson

Does Alignment Matter?

Group 2 February 26, 2010

21st Century Learners

How is today’s learner different than yesterday’s learner?

Courtesy of Panasonic, 2005 http://www.panasonic.com/

What are the implications for continuing the use of pencil-paper assessments?

Presentation Overview

• The Problem

• Purpose

• Research Questions

• Theoretical Frameworks & Research

• Diagram of Proposed Inquiry

• Rationale

• Proposed Significance

• References

Graphic Organizer

An electronic graphic organizer has been

uploaded to DOC SHARING to guide your thinking during my presentation

So, what’s the problem?

Despite the benefits of teaching and learning using emerging technologies, the mode of literacy assessment is not keeping pace with the mode of literacy instruction in Ontario schools.

(Taylor, 2006; Howell, 2008).

Problem

The Problem

Pencil-based reading assessments are still predominantly used to assess the literacy achievement of learners who frequently use technology and new literacies at home and at school

Problem

The Problem

Learners find colourful, dynamic, multimedia virtual world testing environments that pose performance-based assessments a more accurate means of measuring mastery of knowledge or skills

(Howell, 2003)

Problem

The Problem

To accurately gauge the impact of computer-based assessment and instruction, especially at the K-8 level, measurement methods need to be more closely related to the learning activities and processes promoted by the use of ICTs.

(Trucano, 2005).

Problem

Purpose

1. Uncover students’ prior experience and attitudes regarding technology use at home and at school;

2. Investigate the relationship between the mode of reading instruction and assessment, and achievement of grade six males and females, and

3. Identify specific ways that teachers are integrating ICT into the literacy teaching and learning.

Purpose

Research Questions

blog.patientslikeme.com/2008/10/

Q1. What prior experience with technology use at home and at school, and attitudes about technology do students possess? (Qualitative)

Q2. Is there a difference in the reading achievement results on pencil-paper and computer-based reading tests of grade six males and females with or without regular access to technology at home and at school? (Quantitative)

Q3. How does aligning the mode of literacy instruction and the mode of literacy assessment impact student achievement? (Both)

Hypotheses

Null: There is no significant difference in the reading achievement results on pencil-paper and computer-based reading tests of grade six males and females in classrooms.

Alternative: There is a significant difference in the reading achievement results on pencil-paper and computer-based reading tests of grade six students in classrooms.

Research Questions

2 Theoretical Frameworks

New Literacies

(Leu, Kinzer, Coiro, & Cammack, 2004)

Constructive Alignment (Biggs, 1999; 2003).

Theoretical Frameworks

Theoretical Framework #1

Leu, Kinzer, Coiro, and Cammack (2004) have developed a theory called

to help educators rethink their definition of

literate activities and literate practices, which characterize effective modern-day reading comprehension.

new literacies


New Literacies Defined

http://www.edutopia.org/images/graphics/fea_programming.jpg

The new literacies of the Internet and other ICTs include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICT to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others.

(Leu, Kinzer, Coiro, and Cammack, 2004, p.1).

Engaging Learning Environments

Include:• Student-centred learning• Multi-sensory stimulation• Multi-path progression• Multimedia• Collaborative work• Information exchange• Active/participatory/inquiry-

based learning• Critical thinking and informed

decision making• Proactive/planned action• Authentic, real-world context

Constructive Alignment


The components in the teaching system,

especially the teaching methods used

and the assessment tasks, are aligned to the learning activities assumed in the intended outcomes. The learner is in a sense ‘trapped’, and finds it difficult to escape without learning what is intended should be learned.

(Biggs, 2003, p. 1).

4 Steps to CA

1. Defining learning outcomes or objectives;

2. Choosing teaching strategies and learning activities likely to lead to attaining the objectives;

3. Assessing students’ learning outcomes to see how well they match what was intended; and,

4. Arriving at a final grade (Biggs, 2003, p. 3).


Research Diagram

Adapted from Creswell (2003, p. 213)

Research Diagram

Research Context3rd largest district in Ontario, CanadaMore than 112,000 pupils,10,000+ staff 92 schools

Theoretical Framework #2Rationale for Research Design

The role of policy

Rationale for Research Design

Population

• 2 grade 6 technology demonstration classroom teachers

• 60 of their grade 6 students



1. The mixed methods sequential exploratory model lends itself to exploring phenomenon or

emergent theories (Creswell, 2003, p. 215)

2. A third phase has been added to expand on the qualitative findings around three areas: • students’ attitudes and prior experience using computers at

home and at school;• the ICT-embedded assessment and instruction that is or is

not taking place in the classroom; • and students’ motivation for selecting the third test mode.


As cited in the National Council of Teachers of English (2009) policy research brief on adolescent literacy, offering student choice with connections to “real life” literacy helps them stay engaged in their learning

(Guthrie & Humenick, 2004).

Increased engagement can lead to improve achievement (Ibid). Having quantitative reading test mode data to substantiate these qualitative results will also strengthen the investigation overall

(Creswell, 2003, p. 216).Rationale for Research Design

Proposed Significance of the Intended Study

• Raise awareness among educational leaders of the potential impact of aligning computer-based assessment with instruction;

• Uncover students’ and teachers’ experience and attitudes regarding ICT;

• Inform the design of instructional technology professional learning programs at the school and district level.

Proposed Significance

Interested in finding out more…?

Visit my wiki at http://learning-leadingbydesign.wikispaces.com/NEW

ReferencesBiggs, J. (1999). Teaching for quality learning at university. Buckingham, UK: SRHE

and Open University Press.

Biggs, J. (2003). Aligning teaching and assessment to curriculum objectives. Buckingham, UK: Learning and Teaching Support Network, Generic Centre.

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.

Espinosa, L., Laffey, J., Whittaker, T., & Yanyan, S. (2006). Technology in the Home and the Achievement of Young Children: Findings From the Early Childhood Longitudinal Study. Early Education & Development, 17(3), 421-441. Retrieved from Education Research Complete database.

Guthrie, J. T. & Humenick, N. M. (2004) Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement. In. P. McCardle & V. Chhabra. (Eds.) The voice of evidence in reading research (pp. 329-354). Baltimore: Brookes Publishing.

References (cont’d)

Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. New York: State University of New York Press.

Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles, and potholes. Needham Heights, MA: Allyn & Bacon.

Howell, S. (2003). E-Learning and paper testing: Why the gap? Educause Quarterly, 26(4), 8-10.

Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1987). Taking charge of change. Alexandria, VA: Association of Supervision and Curriculum Development.

Lenters, K. (2006).Resistance, struggle, and the adolescent reader. Journal of Adolescent and Adult Literacy, 50(2), 136-142.

References (cont’d)Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & Cammack, D. (2004). Toward a theory

of new literacies emerging from the Internet and other information and communication technologies. [Electronic version]. Reading Online, 7(5). ,Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/leu

Loucks-Horsley, S. and Stiegelbauer, S. 1991. "Using knowledge of change to guide staff development," in A. Lieberman and L. Miller (Eds.) Staff development for education in the 90s: New demands, new realities, new perspectives. New York, NY: Teachers College Press.

Mokhtari, K., Kymes, A., & Edwards, P. (2008). Assessing the new literacies of online reading comprehension: An informative interview with W. Ian O'Byrne, Lisa Zawilinski, J. Greg McVerry, and Donald J. Leu at the University of Connecticut. Reading Teacher, 62(4), 354-357. Retrieved from ERIC database.

National Council of Teachers of English (NCTE). (2007). Adolescent literacy: A policy research brief. Urbana, IL: NCTE. Retrieved February 18, 2010, from http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/AdolLitResearchBrief.pdf

References (cont’d)Silvernail, D. L., & Gritter, A. K. (2007, October). Research brief: Maine's middle school

laptop program: Creating better writers. Retrieved February 16, 2010, from http://www.usm.maine.edu/cepare/Impact_on_Student_Writing_Brief.pdf

Slavin, R., Cheung, A., Groff, C., & Lake, C. (2008). Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis. Reading Research Quarterly, 43(3), 290-322. Retrieved from Education Research Complete database.

Taylor, A. R. (2006). A future in the process of arrival: Using computer technologies for the assessment of student learning. 22 pp.1-114.: SAEE. Retrieved February 18, 2010, from http://www.tasainstitute.com/029.pdf

Vogel, J., Vogel, D., Cannon-Bowers, J., Bowers, C., Muse, K., & Wright, M. (2006). Computer gaming and interaction simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243. Retrieved from Education Research Complete database.

Wan Ali, W., Mohd Nor, H., Hamzah, A., & Alwi, N. (2009). The conditions and level of ICT integration in Malaysian Smart Schools. International Journal of Education and Development using ICT [Online], 5(2). Retrieved February 18, 2010, from http://ijedict.dec.uwi.edu/viewarticle.php?id=618

Wang, S., Jiao, H., Young, M., Brooks, T., & Olson, J. (2008). Comparability of computer-based and paper-and-pencil testing in K-12 reading assessments: A meta-Analysis of testing mode effects. Educational and Psychological Measurement, 68, 5-24.

praxis proposal ppt t sterling slideshare

Documents