Meghan Mosher's ePORTFOLIO
Student Posters
Student Websites
I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font. Feel free to drag and drop me anywhere you like on your page. I’m a great place for you to tell a story and let your users know a little more about you.
A few weeks after the Immune Project Assignment, students were asked to fill out a questionnaire that included questions about why students chose which presentation medium, their experience creating websites, and their overall experience with the project.
Students were graded using a rubric with a mazimum score of 20 points, which was converted to a 100 point assignment in the Tests and Projects category (40% overall grade). Students were graded on their project as well as their participation in a project fair in which students presented their projects to small groups of students. Rubric Categories included: Required Elements, Graphics - Relevance, Content - Accuracy, Fair Presentation, and Fair Participation.
Questionnaire
Student Grades
Step 4—Collecting Data
Professional educators always want their instructional decisions to be based on the best possible data. Action researchers can accomplish this by making sure that the data used to justify their actions are valid (meaning the information represents what the researchers say it does) and reliable (meaning the researchers are confident about the accuracy of their data). Lastly, before data are used to make teaching decisions, teachers must be confident that the lessons drawn from the data align with any unique characteristics of their classroom or school.
Methods:
Students were given the option of creating a website or a poster to present information on diseases and disorders that affect the Immune System. After completing their projects, student work was graded using a rubric. Student scores were then compared based on which project type students did (website or poster). Students were then asked to fill out a questionnaire asking about why students which format they did. These answers were then compiled into groups, determining why students chose which format, including any barriers to using technology.
The above slide show includes a variety of posters completed by students.