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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
What are the implications for continuing the use of pencil-paper assessments?
Theoretical Frameworks & Research
Diagram of Proposed Inquiry
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).
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
Learners find colourful, dynamic, multi- media virtual world testing environments that pose performance-based assessments a more accurate means of measuring mastery of knowledge or skills
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.
Uncover students’ prior experience and attitudes regarding technology use at home and at school;
Investigate the relationship between the mode of reading instruction and assessment, and achievement of grade six males and females, and
Identify specific ways that teachers are integrating ICT into the literacy teaching and learning.
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)
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.
2 Theoretical Frameworks
(Leu, Kinzer, Coiro, & Cammack, 2004)
(Biggs, 1999; 2003).
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 Theoretical Framework #1
New Literacies Defined Theoretical Framework #1 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
Critical thinking and informed decision making
Authentic, real-world context
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).
Theoretical Framework #2
4 Steps to CA
Defining learning outcomes or objectives;
Choosing teaching strategies and learning activities likely to lead to attaining the objectives;
Assessing students’ learning outcomes to see how well they match what was intended; and,
Arriving at a final grade (Biggs, 2003, p. 3).
Theoretical Framework #2
Research Diagram Adapted from Creswell (2003, p. 213) Research Diagram
3 rd largest district in Ontario, Canada More than 112,000 pupils,10,000+ staff 92 schools Research Context Theoretical Framework #2 Rationale for Research Design
The role of policy Rationale for Research Design
The mixed methods sequential exploratory model lends itself to exploring phenomenon or emergent theories (Creswell, 2003, p. 215)
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.
Rationale for Research Design
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.
Interested in finding out more…? Visit my wiki at http://learning- leadingbydesign.wikispaces.com / NEW
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