Structured Assessment Dialogue (SAD)assistme.ku.dk/resources-pdfs/SAD_Poster.pdf · Sofie Tidemand...
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- t For 25 SADs Raw data Focus of Analysis SSRF 5 min dia- logues 5 min feed- back session Typology of dialogue structures Student participation SSRF Relation to typology Filled out Teacher Template Student self-ref lections TT form TT form Relation to typology Teacher Student in focus Feedback students Reflecting students Teacher pre-work: Goals and area of focus Teacher post-work: Assess student and dialogue Student-teacher dialogue Peer feedback session Student self- reflections 5 min 5 min 2 min Structured Assessment Dialogue (SAD) Linking structure in teacher-student dialogue to student self-assessment J.Dolin*, J. Bruun*, C.F. Correia**, C. Harrison**, S.Tidemand*, S.B. Jensen**, S.S. Nielsen*, and P. Niemienen*** * University of Copenhagen, **King’s College London, ***University of Jyväskylä SAD1 SAD2 SAD3 SAD4 SAD5 SAD6 SAD7 SAD8 SAD9 SAD10 SAD11 SAD12 SAD13 SAD14 SAD15 SAD16 SAD18 SAD19 SAD20 SAD21 SAD22 SAD23 SAD24 SAD25 SAD26 SAD 10 SAD 14 SAD 15 SAD 21 SAD 23 Network methodology, data collection, design: J. Bruun ([email protected]) Questions about Finnish data: P. Niemienen ([email protected]) Questions about UK data: C. F. Correia ([email protected]) General information, assessment design: J.Dolin ([email protected]) Contact information Coding, data collection: S. Tidemand ([email protected]) Selected references Dysthe, O. (1996). The Multivoiced Classroom Interactions of Writing and Classroom Discourse. Written communication, 13(3), 385-425. Bruun, J. (2012). Networks in Physics Education Research (Doctoral dissertation, Ph. D. thesis, University of Copenhagen). Rosvall, M., & Bergstrom, C. T. (2008). Maps of random walks on complex networks reveal community structure. Proceedings of the National Academy of Sciences, 105(4), 1118-1123. SAD 2 SAD 3 SAD 4 SAD 24 Constructing dialogue maps Research Question: How are struc- tures in dialogue maps related to student self-assessment and ability to identify next steps in learning? Structural similarities in dialogue maps helps define typology of dialogues The in-class setup Simple dialogues Complex dialogues Similarity network Schematic of the SAD ritual The raw data and its intended use Similarities are calculated based on network measures Each color represents a group of group of dialogues that are similar Groups determined through community detection Groups determined through community detection - Designed to combine formative and summative assessment of inquiry competences - Students should feel able to use SADs to assess own learning needs - Built on existing teacher practices with regards to teacher-led dialogues - Both from a student and a teacher point of view T_NoTG_TInvitation_TOutside Criteria_NS_NoSG_NoSD_NoSC T_NoTG_TInvitation_ TCriterion 1a NS_NoSG_NoSD_NoSC NT_NoTG_NoTD_NoTC S_NoSG_SLower order Statement_SCriterion 1a NT_NoTG_NoTD_NoTC S_SOther_SLower order Statement_SCriterion 1a NT_NoTG_NoTD_NoTC S_NoSG_SHigherorder Statement_SCriterion 1a NT_NoTG_NoTD_NoTC S_NoSG_SStudent questions/ non-understanding_ SOutside criteria T_NoTG_TLower order Question_ TCriterion 1a_S_NoSG_SHigher order Statement_SCriterion 1a Colours highlight different aspects of what was coded for. Here, student active (green), teacher active (red), or both active (yellow). 0 2 4 6 He Ni Po Sk So Teacher Score SAD SAD 7 SAD 8 SAD 10 SAD 11 SAD 12 SAD 13 SAD 20 SAD 9 SAD14 SAD15 How helpful was the student−teacher dialogue in helping me deter mine next steps in my lear ning? The goal is to couple patterns in quantiative student reflections (like the bar graphabove) and in qualitative reflections with dialogue types.
Transcript of Structured Assessment Dialogue (SAD)assistme.ku.dk/resources-pdfs/SAD_Poster.pdf · Sofie Tidemand...
Sofie TidemandResearch [email protected]
ContactJens [email protected]
Jesper BruunAssistant [email protected] of Science EducationDepartment of Science EducatioDepartment of Science EducatiodFaculty of ScienceFaculty of ScienceFaculty of ScienceUniversity of CopenhagenUniversity of UppsalaLinnæus University
Selected References[1] Rosvall, M., & Bergstrom, C. T. (2008). Maps of random walks on complex networks reveal community structure. Proceedings of the National Academy of Sciences, 105(4), 1118-1123.[2] Masucci, A. P., & Rodgers, G. J. (2006). Network properties of written human language. Physical Review E, 74(2), 026102. [3] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. [4] Bruun, J. (2012). Networks in physics education research: A theoretical, methodological and didactical explorative study.IND Skriftserie, 28. Copenhagen: Department of Science Education.[5] A computational study of commonsense science: An exploration in the automated analysis of clinical interview data. Journal of the Learning Sciences, 22(4), 600-638.
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t
For 25 SADs
Raw data
Focus ofAnalysis
SSRF
5 mindia-logues
5 minfeed-backsession
Typology of dialogue structures
Student participation
SSRF Relation to typology
Filled outTeacherTemplate
Studentself-reflections
TTform
TTform Relation to typology
TeacherStudentin focus
Feedback students
Reflecting students
Teacher pre-work:Goals and area of
focus
Teacher post-work:Assess student and
dialogue
Student-teacherdialogue
Peer feedbacksession
Student self-reflections
5 min 5 min 2 min
Structured Assessment Dia logue (SAD)Link ing s t ructure in teacher-s tudent d ia logue to s tudent se l f -assessmentJ.Dolin*, J. Bruun*, C.F. Correia**, C. Harrison**, S.Tidemand*, S.B. Jensen**, S.S. Nielsen*, and P. Niemienen**** University of Copenhagen, **King’s College London, ***University of Jyväskylä
SAD1SAD2
SAD3
SAD4
SAD5
SAD6
SAD7
SAD8
SAD9
SAD10
SAD11
SAD12SAD13
SAD14
SAD15
SAD16
SAD18
SAD19SAD20
SAD21
SAD22
SAD23
SAD24
SAD25
SAD26SAD 10 SAD 14 SAD 15
SAD 21 SAD 23
Network methodology, data collection, design: J. Bruun ([email protected])Questions about Finnish data: P. Niemienen ([email protected])Questions about UK data: C. F. Correia ([email protected])
General information, assessment design: J.Dolin ([email protected])
Contact information
Coding, data collection: S. Tidemand ([email protected])
Selected referencesDysthe, O. (1996). The Multivoiced Classroom Interactions of Writing and Classroom Discourse. Written communication, 13(3), 385-425.Bruun, J. (2012). Networks in Physics Education Research (Doctoral dissertation, Ph. D. thesis, University of Copenhagen).Rosvall, M., & Bergstrom, C. T. (2008). Maps of random walks on complex networks reveal community structure. Proceedings of the National Academy of Sciences, 105(4), 1118-1123.
SAD 2 SAD 3 SAD 4
SAD 24
Constructing dialogue maps Research Question: How are struc- tures in dialogue maps related to student self-assessment and ability to identify next steps in learning?
Structural similarities in dialogue maps helps define typology of dialogues
The in-classsetup
Simple dialoguesComplex dialogues Similarity network
Schematic of the SAD ritual
The raw data and its intended use
Similarities are calculatedbased on network measures
Each colorrepresents a group of groupof dialogues that are similar
Groups determined through
community detectionGroups determined through
community detection
- Designed to combine formative and summative assessment of inquiry competences
- Students should feel able to use SADs to assess own learning needs
- Built on existing teacher practices with regards to teacher-led dialogues
- Both from a student and a teacher point of view
T_NoTG_TInvitation_TOutside Criteria_NS_NoSG_NoSD_NoSC
T_NoTG_TInvitation_TCriterion 1aNS_NoSG_NoSD_NoSC
NT_NoTG_NoTD_NoTC S_NoSG_SLower order Statement_SCriterion 1a
NT_NoTG_NoTD_NoTC S_SOther_SLower order Statement_SCriterion 1a
NT_NoTG_NoTD_NoTC S_NoSG_SHigherorder Statement_SCriterion 1a
NT_NoTG_NoTD_NoTC S_NoSG_SStudent questions/non-understanding_SOutside criteria
T_NoTG_TLower order Question_TCriterion 1a_S_NoSG_SHigher order Statement_SCriterion 1a
Colours highlight different aspects of what was coded for. Here, student active (green), teacher active (red), or both active (yellow).
0
2
4
6
He Ni Po Sk SoTeacher
Scor
e
SAD
SAD 7
SAD 8
SAD 10
SAD 11
SAD 12
SAD 13
SAD 20
SAD 9
SAD 14
SAD 15
How helpful was the student−teacher dialogue in helping me determine next steps in my learning?
The goal is to couple patterns in quantiative student reflections (like the bar graphabove) and in qualitative reflections with dialogue types.
