Poster presentations
Start Date
3-9-2023 12:00 AM
End Date
4-9-2023 12:00 AM
Subjects
Freehand drawing, Social development, Student assessment, Year 5, Year 6
Abstract
This poster focuses on the use of drawings as a way to illustrate change. It presents research undertaken in the Pacific Group of Christian Schools (PGCS) exploring how supplementing curriculums with Personal Viewpoints Pedagogy (PVP) practices has led to change in self-prioritisation which positively influences prosocial behaviour. This Poster reports the use of student representations of thinking through drawings to provide evidence of this change. It shows that student-generated drawings could be used to gauge other-focused thinking, represented as self-conceit, conditional, unconditional, and sacrificial choices in response to socially problematic situations. Learner-generated drawings are a non-textual format offering a window into students’ thinking, an insider’s view of PVs, and a valuable assessment tool. Recent AI/ChatGPT development has led to reflection on educational evaluation and the authenticity of textual assessment. Drawings are posited as an alternative especially for pre-secondary students to eschew this disruptive impact of AI. The PVP focuses on peer discussion and self-reflection to help students express opinions and validate choices. Respectful, considerate interaction is emphasised, with ‘othering’ curbed and inclusivity normalised. Content is shaped by contemporary and personal connections to texts, as well as concordant Bible-based input. The imperative is engagement beyond one’s inner circle, to shift outgroup to ingroup, to encourage prosocial behaviours with concern for others, even at personal cost, overcoming stereotyped, default attitudes. Coding emerged from students drawings in the PVP Pilot study (Year 5) and Retest study (Year 6), regarding their proposed involvement and attitudes in problematic peer situations. Cues from expressions, actions, context, and figures, provided data for the dependent variable Focus on Others’ and its four categories - self-conceit, conditional, unconditional and sacrificial love, reflecting Philippians 2:3-4. In LWW-PVP retest students drawings showed increased propensity to resolve issues in positive ways, even at risk to themselves. The change from self-conceit to a sacrificial approach was a particular marker of self-focus moving to other-centred priorities. Drawings placed student voice at the centre of the research to evaluate upper primary classroom practices providing comparable yet distinct representations of thinking, offering an effective pre/post lens to assess differences in students’ responses before and after instruction. The use of drawings for assessment purposes in relation to pro-social learning is recommended.
Recommended Citation
Knowles, A. (2023, September 3-4). Student drawings: An AI-eschewed means to show curriculum-based change [poster presentation]. Research Conference 2023: Becoming Lifelong Learners. Australian Council for Educational Research. https://research.acer.edu.au/rc21-30/rc2023/posters/8
Place of Publication
Camberwell, Victoria
Publisher
Australian Council for Educational Research
Student drawings: An AI-eschewed means to show curriculum-based change
This poster focuses on the use of drawings as a way to illustrate change. It presents research undertaken in the Pacific Group of Christian Schools (PGCS) exploring how supplementing curriculums with Personal Viewpoints Pedagogy (PVP) practices has led to change in self-prioritisation which positively influences prosocial behaviour. This Poster reports the use of student representations of thinking through drawings to provide evidence of this change. It shows that student-generated drawings could be used to gauge other-focused thinking, represented as self-conceit, conditional, unconditional, and sacrificial choices in response to socially problematic situations. Learner-generated drawings are a non-textual format offering a window into students’ thinking, an insider’s view of PVs, and a valuable assessment tool. Recent AI/ChatGPT development has led to reflection on educational evaluation and the authenticity of textual assessment. Drawings are posited as an alternative especially for pre-secondary students to eschew this disruptive impact of AI. The PVP focuses on peer discussion and self-reflection to help students express opinions and validate choices. Respectful, considerate interaction is emphasised, with ‘othering’ curbed and inclusivity normalised. Content is shaped by contemporary and personal connections to texts, as well as concordant Bible-based input. The imperative is engagement beyond one’s inner circle, to shift outgroup to ingroup, to encourage prosocial behaviours with concern for others, even at personal cost, overcoming stereotyped, default attitudes. Coding emerged from students drawings in the PVP Pilot study (Year 5) and Retest study (Year 6), regarding their proposed involvement and attitudes in problematic peer situations. Cues from expressions, actions, context, and figures, provided data for the dependent variable Focus on Others’ and its four categories - self-conceit, conditional, unconditional and sacrificial love, reflecting Philippians 2:3-4. In LWW-PVP retest students drawings showed increased propensity to resolve issues in positive ways, even at risk to themselves. The change from self-conceit to a sacrificial approach was a particular marker of self-focus moving to other-centred priorities. Drawings placed student voice at the centre of the research to evaluate upper primary classroom practices providing comparable yet distinct representations of thinking, offering an effective pre/post lens to assess differences in students’ responses before and after instruction. The use of drawings for assessment purposes in relation to pro-social learning is recommended.