NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833094
Record Type: Journal
Publication Date: 2009-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-0950-0693
Knowing More than Words Can Say: Using Multimodal Assessment Tools to Excavate and Construct Knowledge about Wolves
O'Byrne, Barbara
International Journal of Science Education, v31 n4 p523-539 Mar 2009
The purpose of this study was to investigate how multimodal assessment tools enabled Grade 2 students to show knowledge and understanding of wolves. The research design was a case study across three years employing descriptive statistics to portray student knowledge and understanding associated with the use of each tool. The findings indicate that multimodal assessment tools enable second graders to express, refine, and extend thinking and knowledge about wolves. These results illustrate the need to examine the relationship between the properties of assessment tools and younger students' expression of scientific knowledge and understanding. (Contains 1 figure and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: West Virginia