Measuring Primary Students’ Graph Interpretation Skills Via a Performance Assessment: A case study in instrument development

Peterman, Karen; Cranston, Kayla A.; Pryor, Marie; Kermish-Allen, Ruth

doi:10.1080/09500693.2015.1105399

Cited by 13 publications

(6 citation statements)

References 19 publications

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“…In addition, readers' attention is affected by their existing background knowledge of the text or graph content (Curcio 1987). Bertin (1983, translated from French by Peterman et al 2015) identified three critical steps for graph reading: The first step is "External Identification"-students explore external factors of the graph only (e.g., title, axes labels, and scale of each axis). The second step is "Internal Identification"-students explore the internal factors ("data") of the graph (e.g., lines, dots, bars).…”

Section: Importance Of Reading Scientific Papers and Interpreting Graphsmentioning

confidence: 99%

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Undergraduates Graph Interpretation and Scientific Paper Reading Shift from Novice- to Expert-like as a Result of Participation in a Summer Research Experience: A Case Study

Gold¹,

Atkins²,

McNeal³

2021

SPUR

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Research Experiences for Undergraduate (REU) programs often introduce students to scientific research and STEM career possibilities. However, the program impact on students and their research skill development is not well understood. In a case study with 10 REU students, the authors used eye-tracking and self-report data to determine student strategies for reading scientific papers and interpreting graphs at the beginning and end of the program. The strategies of REU students and science experts were then compared. The REU students changed their strategies and performed more like experts at posttest. These findings indicate that, during the REU, students acquired expert-like strategies necessary to engage with scientific articles and extract key information from graphs. The study demonstrates that eye-tracking can document skill growth in REU students.

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Section: Importance Of Reading Scientific Papers and Interpreting Graphsmentioning

confidence: 99%

“…Although assessing comprehension of paper or graph content can be conducted through postsurveys or interviews (e.g., Peterman et al 2015), studying the different strategies employed by subjects in their paper reading and graph interpretation is more challenging.…”

Section: Description Of Participantsmentioning

confidence: 99%

Undergraduates Graph Interpretation and Scientific Paper Reading Shift from Novice- to Expert-like as a Result of Participation in a Summer Research Experience: A Case Study

Gold¹,

Atkins²,

McNeal³

2021

SPUR

View full text Add to dashboard Cite

show abstract

“…Una razón de esta expansión apunta hacia el interés y la creciente aceptación de la llamada evaluación auténtica, con un enfoque cualitativo en el que se usa la rúbrica para evaluar aprendizajes y competencias (Aguilar, 2016). En educación primaria, este fenómeno ha ido creciendo; gran parte de los estudios tratan sobre la evaluación de contenidos curriculares en Matemáticas y Ciencias .Kowiyah y Mulyawati, 2018; Cankoy y Özder 2017; Peterman et al, 2015. Otros se centran en lengua o español (Aguilar, 2016;Bazán-Ramírez et al, 2015;Lozada et al, 2016;Sundeen et al, 2017.…”

Section: Marco Conceptualunclassified

“…Sotomayor et al, 2015. Algunos estudios hacen referencia a la coevaluación y autoevaluación (Atienza y Valencia, 2019;Montanero et al, 2014;Montanero y Madeira, 2019) En estudios como Kowiyah y Mulyawati (2018) o Peterman et al (2015) definen las rúbricas como instrumento y método para evaluar las expectativas de rendimiento. Cuitiño et al (2019) aprecian una variación favorable de puntuaciones en los criterios de la rúbrica cuando se aplica en dos momentos.…”

Section: Marco Conceptualunclassified

Evaluación del trabajo en equipo en Educación Primaria. Estudio en España y México

Torres-Hernández

Arrufat

2021

Rev. Educación

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El aprendizaje competencial ha tenido gran impacto en el ámbito educativo internacional. Las reformas educativas de España y México en educación básica en la última década plantean modelos en los que se destaca la evaluación de la habilidad de trabajo en equipo y el uso de rúbricas. Este artículo presenta un estudio cuasi-experimental, donde se ha usado la autoevaluación, la coevaluación y la evaluación docente para evaluar el trabajo en equipo (N=137). Para recoger información se utiliza una rúbrica diseñada ad hoc con ocho descriptores. El análisis de datos se lleva a cabo aplicando análisis exploratorios y pruebas estadísticas con ayuda del programa SPSS. Los resultados muestran que en la coevaluación cuatro descriptores son valorados con la nota máxima y seis en la autoevaluación, mientras que solo uno logra esta valoración por parte del profesorado. La media por grupos muestra que en la autoevaluación las puntuaciones son más altas. En los grupos experimentales existen diferencias significativas en la evaluación docente pero no en la evaluación entre pares. En los grupos control existen diferencias significativas solo en la autoevaluación. Cimentar valores del trabajo en equipo y su evaluación resulta fundamental en la educación primaria, y utilizar instrumentos como la rúbrica requiere formar en su elaboración y uso, tanto al alumnado como al profesorado.

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“…More recent studies that seek to analyze such skills through valid and reliable instruments have presented a wide range of methods used to assess such graph and science competencies. Peterman, Cranston, Pryor, & Kermish‐Allen's 2015 case study with primary students showcased the development of an instrument to detect graph interpretation skills via an interview protocol. They were also capable of detecting learning gains in short time intervals such as curriculum units.…”

Section: Background Literaturementioning

confidence: 99%

Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory

2020

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Integrating sophisticated graphical analysis skills as they learn science is essential for K‐12 students and emphasized in current standards. In this study, we iteratively designed a Graphing Integration Inventory (GII) over a three‐year period, while also supporting students to develop their capabilities to use graphs to learn science content in complex ways through interactive curriculum materials implemented on a novel technology enhanced curriculum platform. We applied the Knowledge Integration framework to design the curriculum, the assessments, and the rubrics for scoring student explanations. The framework delineates ways to promote links among graphs and science ideas. The rubrics award students higher scores on their explanations based on the level of complexity of their connections between science concepts and, in this research, graphs. The GII and the aligned curriculum were implemented by over 300 middle school students (Grades 6–8) across a 3‐year period. We investigated the impact of the designed curriculum on the integration of graphing and science while also studying the psychometric properties of the GII to validate it for use in future studies. Findings suggest both that the curriculum used to support these students improved their Knowledge Integration capabilities significantly and that the GII instrument is suitable for use with populations across gender and native English language status demographics in Grades 6–8. Implications are discussed around using graphs to learn complex science ideas, as well as the affordances of technology enhanced platforms to support this type of learning and assessment.

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Measuring Primary Students’ Graph Interpretation Skills Via a Performance Assessment: A case study in instrument development

Cited by 13 publications

References 19 publications

Undergraduates Graph Interpretation and Scientific Paper Reading Shift from Novice- to Expert-like as a Result of Participation in a Summer Research Experience: A Case Study

Undergraduates Graph Interpretation and Scientific Paper Reading Shift from Novice- to Expert-like as a Result of Participation in a Summer Research Experience: A Case Study

Evaluación del trabajo en equipo en Educación Primaria. Estudio en España y México

Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory

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