Interpreting Visual Texts: Use of an Analytic Rubric to Evaluate Student Responses to Writing Prompts

Autor/inn/en	Sundeen, Todd H.; O'Neil, Kathleen; Fanselow, Stephanie A.
Titel	Interpreting Visual Texts: Use of an Analytic Rubric to Evaluate Student Responses to Writing Prompts
Quelle	In: Journal of Research in Childhood Education, 31 (2017) 1, S.9-27 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1243174
Schlagwörter	Scoring Rubrics; Visual Aids; Student Evaluation; Story Telling; Grade 3; Freehand Drawing; Expository Writing; Elementary School Students + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Anschauungsmaterial; Schulnote; Studentische Bewertung; School year 03; 3. Schuljahr; Schuljahr 03; Drawing; Zeichnen
Abstract	Younger students' visual texts are statements and stories conveyed through drawings or other artwork and often convey meaning beyond the child's capability to communicate with written expression. Although opportunities for expression through drawing are routinely offered to children in the initial and middle stages of early childhood literacy education, children in the latter stages are more often limited to verbal communications and responses. An analytic rubric devised to evaluate the narrative aspects of the visual texts generated by early childhood students was used to assess the drawn responses of 19 third-grade students who were approximately age 8 years. The participants in this study created visual texts as responses to two prompts based on narrative and expository writing genres. Results suggest that the rubric can provide ample guidance for interpreting visual text developed by 3rd-grade students. The implications of using an analytic rubric for evaluating students' visual texts are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01