A Classroom Based Assessment in a High School Social Studies Classroom

Autor/in	Busick, Sam
Titel	A Classroom Based Assessment in a High School Social Studies Classroom
Quelle	(2018), (222 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Portland
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-1982-8
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Social Studies; Learning Strategies; Writing Strategies; Prewriting; Brain; Cognitive Processes; Student Evaluation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gemeinschaftskunde; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schreibtechnik; Gehirn; Cognitive process; Kognitiver Prozess; Schulnote; Studentische Bewertung
Abstract	The purpose of this study was to investigate whether the use of brain-based pre-writing strategies will improve students' abilities to support claims, with evidence, on a state mandated classroom-based assessment. Specifically, the research evaluated the working hypothesis that using brain-based, pre-writing activity in the non-fiction, expository writing process will assist students in their performances, as assessed by the Office of the Superintendent of Public Instruction for the state-approved "You and the Economy" CBA CBA Rubric. By using brain-based strategies as a pre-writing activity in the non-fiction, explanatory, secondary social studies writing process, I hypothesized that those students would demonstrate logical use of claims and evidence in their typed essays. The research questions were answered through an action-research data cycle. This research is guided by two overarching research questions: (1) As brain-based learning strategies are being implemented in real time, what is the nature of the brain-based intervention? In documenting the brain-based interventions, what decision-making factors are considered when designing instruction? (2) What changes--if any--are demonstrated in student writing performances on a Classroom Based Assessment, when brain-based learning strategies are implemented over the span of the research cycle? These research questions were answered through a study design involving a cycle of instruction culminating in an explanatory writing sample. The results of the CBA-related to claims and evidence outlined in EALRs 2.2.1 and 5.2.2, instructional practices to implement brain-based pre-writing strategies will be implemented. Using brain principles to increase visual, auditory and kinesthetic contact with the concepts presented may improve students' abilities to make claims and provide proper evidence for those claims, as measured by the Office of the Superintendent of Public Instruction for the State approved "You and the Economy Class Based Assessment" (CBA) Rubric. The process of my decision making, as well as student writing, was examined to evaluate the effect of brain-based pre-writing strategies which students use to complete the CBA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01