Group-Level Assessment (GLA) as a Methodological Tool to Facilitate Science Education
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Group-Level Assessment (GLA) as a Methodological Tool to Facilitate Science Education Lisa M. Vaughn 1
2
& Farrah Jacquez & Alice Deters
3,4
& Alicia Boards
3,4
# Springer Nature B.V. 2020
Abstract
Group-Level Assessment (GLA) is a qualitative, participatory research methodology that can be used within science education, specifically to meet the Science and Engineering Practices dimension of the K-12 Next Generation Science Standards. In contrast to traditional qualitative research methods, GLA is a concrete methodological tool intended for large groups. GLA follows a 7-step process in which diverse stakeholders work together to generate, analyze, and prioritize ideas that lead to action planning. Emphasizing personal relevance, shared decision-making, systematic inquiry, and collaboration in the design and process, GLA is best positioned conceptually and theoretically within community-based participatory research and inquiry-based learning approaches. The purpose of this manuscript is to describe how GLA can be utilized as an innovative methodology to incorporate students’ lived experiences in science education. We describe how to conduct GLA and provide a case example of GLA in action conducted as part of a larger science education program with students and teachers in STEM. Keywords Group-Level Assessment . STEM . Youth . Inquiry-based learning . Communitybased participatory research . Science education Group-Level Assessment (GLA) is a qualitative, participatory research methodology that can be used within science education, specifically to meet the Science and Engineering Practices dimension of the K-12 Next Generation Science Standards (NGSS). GLA is collaborative, engaging, and directly relevant to youths’ personal lived experiences (Vaughn and
* Lisa M. Vaughn [email protected]
1
Cincinnati Children’s Hospital Medical Center/University of Cincinnati College of Medicine Joint Appointment, University of Cincinnati College of Education, Criminal Justice & Human Services, Educational Studies Community-Based Action Research, 3333 Burnet Ave, Cincinnati, OH 45229, USA
2
Department of Psychology, University of Cincinnati, PO Box 221037, Cincinnati, OH 45229, USA
3
University of Cincinnati, 2610 McMicken Circle, Cincinnati, OH 45221, USA
4
Educational Studies, Cincinnati, OH, USA
Research in Science Education
DeJonkheere 2019; Vaughn et al. 2011; Vaughn and Lohmueller 2014). GLA is intended for large groups to generate and evaluate information (Vaughn and Lohmueller 2014; Vaughn and DeJonkheere 2019). Unlike more traditional qualitative research methods in which participants provide data and researchers analyze it, GLA participants collaborate to generate, analyze, and prioritize ideas to lead them into action planning. GLA is often used as an alternative to focus groups and other qualitative research methods because it can capture the perspectives and priorities of a wide range of stakeholders in one session. The action-based process of GLA provides each participant the opportunity to have
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