Method of Analysis for Student work
My driving inquiry question is “How do simulation and role-play activities impact a students’ ability to practice historical imagination and empathy?” The beginning of my argument establishes that such activities often generate high levels of engagement in students. But the majority of my work highlights ways in which we can make such engaging methods more meaningful, specifically their ability to encourage historical imagination and empathy. To measure this impact, I analyzed student papers following simulations and role-play activities. To create consistency in my qualitative analysis of these papers throughout my student teaching experience, I created a specific method of analysis that I used for a majority of my artifacts of student work.
Attached is my first attempt at this method of analysis. I tried to incorporate both theoretical components of historical empathy and historical imagination.The first portion of the analysis method requires me to specifically explain the assignment and my desired outcomes as it relates to the theoretical concepts. In the section, I will identify if the assignment is a 'safer' individual role-play task or a 'riskier' group simulation activity. I will also list and explain the specific elements of historical imagination (re-enactment, interpolation, & interrogation) and historical empathy (adoption of perspective distinct from their own, limited by historical context) that I hope the students will demonstrate. The second portion of this method, includes my analysis of actual student work. This portion includes both quantitative ratings and qualitative narrative comments. This section will be repeated multiple times for each sample of student work. The final portion of my analysis provides me space for broader reflections. In this space I hope to explore what went well and what needs to be improved. I will also pose new questions that will drive my inquiry further.
Attached is my first attempt at this method of analysis. I tried to incorporate both theoretical components of historical empathy and historical imagination.The first portion of the analysis method requires me to specifically explain the assignment and my desired outcomes as it relates to the theoretical concepts. In the section, I will identify if the assignment is a 'safer' individual role-play task or a 'riskier' group simulation activity. I will also list and explain the specific elements of historical imagination (re-enactment, interpolation, & interrogation) and historical empathy (adoption of perspective distinct from their own, limited by historical context) that I hope the students will demonstrate. The second portion of this method, includes my analysis of actual student work. This portion includes both quantitative ratings and qualitative narrative comments. This section will be repeated multiple times for each sample of student work. The final portion of my analysis provides me space for broader reflections. In this space I hope to explore what went well and what needs to be improved. I will also pose new questions that will drive my inquiry further.