Skip to main content

Advertisement

SpringerLink
Log in

Group-Level Assessment (GLA) as a Methodological Tool to Facilitate Science Education

  • Published:
Research in Science Education Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Allen-Ramdial, S. A. A., & Campbell, A. G. (2014). Reimagining the pipeline: advancing STEM diversity, persistence, and success. BioScience, 64(7), 612–618.

    Google Scholar 

  • Balazs, C. L., & Morello-Frosch, R. (2013). The three Rs: how community-based participatory research strengthens the rigor, relevance, and reach of science. Environmental Justice, 6(1), 9–16.

    Google Scholar 

  • Barton, A. C., Tan, E., & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1), 68–103.

    Google Scholar 

  • Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, 83(2), 39–43.

    Google Scholar 

  • Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: models, tools, and challenges. International Journal of Science Education, 32(3), 349–377.

    Google Scholar 

  • Bell, P., Tzou, C., Bricker, L., & Baines, A. D. (2012). Learning in diversities of structures of social practice: accounting for how, why and where people learn science. Human Development, 55(5–6), 269–284.

    Google Scholar 

  • Bellefeuille, G., Ekdahl, C., Kent, L., & Kluczny, M. (2014). A course-based creative inquiry approach to teaching introductory research methods in child and youth care undergraduate education. International Journal of Teaching & Education, 2(2), 1.

    Google Scholar 

  • Bignall, O. N. R., Bignall, W. J. R., Vaughn, L. M., & Unaka, N. I. (2018). Fathers know best: Inner-city African American fathers’ perceptions regarding their involvement in the pediatric medical home. Journal of Racial and Ethnic Health Disparities, 5(3), 617–622.

    Google Scholar 

  • Boaler, J. (1998). Open and closed mathematics: student experiences and understandings. Journal for Research in Mathematics Education, 29(1), 41–62.

    Google Scholar 

  • Buchanan, S., Harlan, M. A., Bruce, C. S., & Edwards, S. L. (2016). Inquiry based learning models, information literacy, and student engagement: a literature review. School Libraries Worldwide, 22(2), 23–39.

    Google Scholar 

  • Burke, J. G., Hess, S., Hoffmann, K., Guizzetti, L., Loy, E., Gielen, A., Bailey, M., Walnoha, A., Barbee, G., & Yonas, M. (2013). Translating community-based participatory research (CBPR) principles into practice: building a research agenda to reduce intimate partner violence. Progress in Community Health Partnerships, 7(2), 115–122.

    Google Scholar 

  • Butterfoss, F. D. (2006). Process evaluation for community participation. Annual Review of Public Health, 27, 323–340.

    Google Scholar 

  • Butterfoss, F. D., Goodman, R. M., & Wandersman, A. (1993). Community coalitions for prevention and health promotion. Health Education Research, 8(3), 315–330.

    Google Scholar 

  • Carlton, E. L., Whiting, J. B., Bradford, K., Dyk, P. H., & Vail, A. (2009). Defining factors of successful university-community collaborations: an exploration of one healthy marriage project. Family Relations, 58(1), 28–40.

    Google Scholar 

  • Choe, A. Y., Unaka, N. I., Schondelmeyer, A. C., Bignall, W. J. R., Vilvens, H. L., & Thomson, J. E. (2019). Inpatient communication barriers and drivers when caring for limited English proficiency children. Journal of Hospital Medicine, 14, E1–E7.

    Google Scholar 

  • DeJonckheere, M., Vaughn, L. M., & Bruck, D. (2017). Youth-led participatory action research: A collaborative methodology for health, education and social change. Retrieved from http://methods.sagepub.com/case/youth-led-participatory-action-research-health-education-socialchange

  • Duckworth, E. (2006). The having of wonderful ideas and other essays on teaching and learning (3rd ed.). Teachers College Press.

  • Ferrera, M. J., Sacks, T. K., Perez, M., Nixon, J. P., Asis, D., & Coleman, R. W. L. (2015). Empowering immigrant youth in Chicago: utilizing CBPR to document the impact of a youth health service corps program. Family & Community Health, 38(1), 12–21.

    Google Scholar 

  • Gao, N., Adan, S., Lopes, L., & Lee, G. (2018). Implementing the next generation science standards: early evidence from California. Retrieved from the Public Policy Institute of California. San Francisco, CA.

  • Gosdin, C. H., & Vaughn, L. M. (2012). Perceptions of physician bedside handoff with nurse and family involvement. Hospital Pediatrics, 2(1), 34–38.

    Google Scholar 

  • Graham, K. E., Schellinger, A. R., & Vaughn, L. M. (2015). Developing strategies for positive change: Transitioning foster youth to adulthood. Children & Youth Services Review, 54, 71–79.

    Google Scholar 

  • Guy, B. (2017). Movers, shakers, & everyone in between: faculty personas surrounding active learning in the undergraduate STEM classroom. Inquiry in Education, 9(2), 6.

    Google Scholar 

  • Guy, B., & Boards, A. (2019). A seat at the table: exploring the experiences of underrepresented minority women in STEM graduate programs. Journal of Prevention & Intervention in the Community, 1–12.

  • Habermas, J. (1971). Knowledge and human interests (J. Shapiro, Trans.): Beacon Press.

  • Israel, B. A., Eng, E., Schulz, A. J., & Parker, E. A. (2013). Methods for community-based participatory research for health, 2nd edition: Jossey-Bass.

  • Israel, B. A., Schulz, A. J., Parker, E. A., Becker, A. B., Allen, A. J., Guzman, J. R., & Lichtenstein, R. (2017). Critical issues in developing and following CBPR principles. In N. Wallerstein, B. Duran, J. Oetzel, & M. Minkler (Eds.), Community-based participatory research for health: advancing social and health equity (pp. 31–46). Jossey-Bass.

  • Jacquez, F., Vaughn, L. M., Boards, A., Deters, A., Wells, J., & Maynard, K. (2020). Creating a culture of youth as co-researchers: The kickoff of a year-long stem pipeline program. Journal of STEM Outreach, 3(1), 1–11.

    Google Scholar 

  • Jacquez, F., Vaughn, L. M., & Wagner, E. (2013). Youth as partners, participants or passive recipients: A review of children and adolescents in community-based participatory research (CBPR). American Journal of Community Psychology, 51(1-2), 176–189.

    Google Scholar 

  • Jagosh, J., Bush, P. L., Salsberg, J., Macaulay, A. C., Greenhalgh, T., Wong, G., Cargo, M., Green, L. W., Herbert, C. P., & Pluye, P. (2015). A realist evaluation of community-based participatory research: partnership synergy, trust building and related ripple effects. BMC Public Health, 15(1), 725.

    Google Scholar 

  • Jardine, C. G., & James, A. (2012). Youth researching youth: benefits, limitations and ethical considerations within a participatory research process. International Journal of Circumpolar Health, 71(1), 18415.

    Google Scholar 

  • Katz, L. G. (2010). STEM in the early years. Early Childhood Research and Practice, 12(2), 11–19.

    Google Scholar 

  • Kohfeldt, D., Chhun, L., Grace, S., & Langhout, R. D. (2011). Youth empowerment in context: exploring tensions in school-based YPAR. American Journal of Community Psychology, 47(1–2), 28–45.

    Google Scholar 

  • Lasker, R. D., Weiss, E. S., & Miller, R. (2001). Partnership synergy: a practical framework for studying and strengthening the collaborative advantage. The Milbank Quarterly, 79(2), 179–205.

    Google Scholar 

  • Lindquist-Grantz, R., & Vaughn, L. M. (2016). The journey and destination need to be intentional: Perceptions of success in community-academic research partnerships. Gateways: International Journal of Community Research and Engagement, 9(1), 1.

    Google Scholar 

  • Magnusson, M., Forslund, H., Berg, C., Wretlind, K., Hallmyr, M., Hedström, C., & Vaughn, L. (2019). Health promoting ideas and actions generated by community engagement in an underserved Swedish area. European Journal of Public Health, 29(Supplement_4), ckz186. 009.

    Google Scholar 

  • Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496.

    Google Scholar 

  • Nichols, N., Anucha, U., Houwer, R., & Wood, M. (2013). Building equitable community-academic research collaborations: learning together through tensions and contradictions. Gateways: International Journal of Community Research and Engagement, 6, 57–76.

    Google Scholar 

  • Núñez, J. L., & León, J. (2015). Autonomy support in the classroom: a review from self-determination theory. European Psychologist, 20(4), 275–283.

    Google Scholar 

  • Raider-Roth, M., Rector-Aranda, A., Kaiser, T., Lipinsky, L., Weikel, A., Wolkenfeld, S., & Zaidenberg, L. (2019). Shared power, risk-taking, and innovation: participatory action research in Jewish education. Journal of Jewish Education, 85(2), 187–208.

    Google Scholar 

  • Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In J. W. Guthrie (Ed.), Encyclopedia of education (p. 13701373). Macmillan Reference.

  • Schondelmeyer, A. C., Jenkins, A. M., Allison, B., Timmons, K. M., Loechtenfeldt, A. M., Pope-Smyth, S. T., & Vaughn, L. M. (2019). Factors influencing use of continuous physiologic monitors for hospitalized pediatric patients. Hospital Pediatrics, 9(6), 423–428.

    Google Scholar 

  • Schweingruber, H., Quinn, H., Keller, T., & Pearson, G. (2013). A framework for K-12 science education: looking toward the future of science education. Bridge, 43(1), 43–50.

    Google Scholar 

  • Seiler, G. (2001). Reversing the “standard” direction: science emerging from the lives of African American students. Journal of Research in Science Teaching, 38(9), 1000–1014.

    Google Scholar 

  • Slough, S. W., & Milam, J. O. (2013). Theoretical framework for the design of STEM project-based learning. In STEM Project-Based Learning (pp. 15-27). Brill Sense.

  • Small, T. (2009). Assessing enquiry-based learning: developing objective criteria from personal knowledge. The Curriculum Journal, 20(3), 253–270.

    Google Scholar 

  • Stevens, D. M. (2019). Practitioner action research in an urban STEM high school. In C. A. Mertler (Ed.), The Wiley handbook of action research in education (pp. 497–512). Hoboken: Wiley.

    Google Scholar 

  • Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1–34.

    Google Scholar 

  • Suleiman, A. B., Soleimanpour, S., & London, J. (2006). Youth action for health through youth-led research. Journal of Community Practice, 14(1–2), 125–145.

    Google Scholar 

  • Vaughn, L., Jacquez, F., Zhao, J., & Lang, M. (2011). Partnering with students to explore the health needs of an ethnically diverse, low-resource school: An innovative large group assessment approach. Family & Community Health, 34(1), 72–84.

    Google Scholar 

  • Vaughn, L. M. (2019). Psychology and culture: Thinking, feeling and behaving in a global context (2nd ed.). New York: Taylor & Francis.

    Google Scholar 

  • Vaughn, L. M., & DeJonckheere, M. (2019). Methodological Progress Note: Group Level Assessment. Journal of Hospital Medicine, 14, E1–E3.

    Google Scholar 

  • Vaughn, L. M., & Lohmueller, M. (1998). Using the group level assessment in a support group setting. Organization Development Journal, 16(1), 99.

    Google Scholar 

  • Vaughn, L. M., & Lohmueller, M. (2014). Calling all stakeholders: Group-level assessment (GLA)—A qualitative and participatory method for large groups. Evaluation Review, 38(4), 336–355.

    Google Scholar 

  • Vygotsky, L. S. (1987). Development of higher mental functions during the transition age. In R. W. Rieber (Ed.), The collected works of L.S. Vygotsky (p. 83150). Plenum Press.

  • Wallerstein, N., & Duran, B. (2017). The theoretical, historical and practice roots of CBPR. Community-based participatory research for health: advancing social and health equity, 17–29: Jossey-Bass.

  • Wallerstein, N., Duran, B., Oetzel, J., & Minkler, M. (2017). Community-based participatory research for health: advancing social and health equity: Jossey-Bass.

Download references

Funding

Research reported in this publication was supported by a Science Education Partnership Award from the National Institutes of Health (NIH)’s National Institute of General Medical Sciences under award number R25OD023763-01.

Author information

Authors and Affiliations

  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

    Lisa M. Vaughn

  2. Department of Psychology, University of Cincinnati, PO Box 221037, Cincinnati, OH, 45229, USA

    Farrah Jacquez

  3. University of Cincinnati, 2610 McMicken Circle, Cincinnati, OH, 45221, USA

    Alice Deters & Alicia Boards

  4. Educational Studies, Cincinnati, OH, USA

    Alice Deters & Alicia Boards

Authors
  1. Lisa M. Vaughn
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Farrah Jacquez
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Alice Deters
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Alicia Boards
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lisa M. Vaughn.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Vaughn, L.M., Jacquez, F., Deters, A. et al. Group-Level Assessment (GLA) as a Methodological Tool to Facilitate Science Education. Res Sci Educ 52, 539–551 (2022). https://doi.org/10.1007/s11165-020-09960-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-020-09960-8

Keywords

Search

Navigation