Action Research Outline

Metler uses the following definition for action research: “Action research is defined as any systematic inquiry conducted by teachers, administrators, counselors, or others with a vested interest in the teaching and learning process or environment for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn” (Mills, 2011). The goal of my studies is to create an action plan that is needed to implement my grassroots innovation plan in my classroom. I believe keeping my efforts grounded in research will aide in developing the best practices.

What is the topic of your action research?

EPortfolios are a mode of authentic, ongoing assessment that collects real demonstrations of continuing learning. The topic of my action research begins studying the use, function, and long-term benefits of using them rather than traditional multiple choice assessments. There are many resources that documents the benefits of on-going cumulative assessment, dating back as far as ancient Greek times. The concept surfaced again in the Renaissance and received a revitalization in the 2000’s with the debate over standardized testing. My analysis of this topic will be primarily over its effectiveness in a humanities environment and a discussion on how the general principles can be applied cross curricular.

What is the purpose of your study?

My purpose of this study is to make teachers and leaders aware of alternatives to traditional school assessment models. This would not make learning and assessment as mutually exclusive or singular events. Rather, assessment is being used as a long-term, ongoing assessment.

What is your fundamental research question?

How can ePortfolio’slearners demonstrate long-term learning and growth?

What is your research design? Qualitative, Quantitative, both (mixed-methods) Why?

I will be using a mixed-method approach for my research design. The design chosen for this project provides a wholistic, well-rounded view of the experiment and its results. When investigating how students demonstrate long-term learning, quantitative data would be gathered through projects that make use of the COVA frameworks. Qualitative Data will be obtained through feedback over how well the project addresses the historians essential questions. Mixed methodology allows for both types of data to provide results that demonstrate learning, show skills developed, and records student growth.

What is the most appropriate type of data to collect?

As this is a project based humanities class, we will be collecting completed projects as data. Each project requires scholars to go through the following questions: Who, What, Where, When, Why, Outcome, Legacy, Impact. Using the COVA frameworks, team work, and project-based learning, teacher and peers will provide feedback on the projects. Students will be required to submit written reflections on how they will better address the historians essential questions and grow from the feedback.

What types of measurement instruments will you use?

Rubrics and Feedback will be my primary instruments for quantitive data. Qualitative data will be obtained through written student reflection. The quantitative data demonstrates learning and skills; while the qualitative data will be used to demonstrate growth.

What is the focus of your literature review?

The focus of my literature review is to define the importance and impact of ePortfolios. This review will also contrast the development of skills and the subsequent effects on the local school system. This work is foundational and will offer projections for the future.

Sources

Mertler, C. A. (2013). Action research. SAGE Publications.