Teachers’ visual inspection of Curriculum-Based Measurement progress graphs
An exploratory, descriptive eye-tracking study
Bibliographic Data
| ID | 22166245 |
|---|---|
| Authors | Roxette M van den Bosch (0000-0002-4075-5868, Leiden University), Christine A Espin (0000-0003-0407-5897, Leiden University, corresponding author), Maria T Sikkema‐de Jong (0000-0003-1003-9075, Leiden University), Maria T Sikkema-de Jong, Siuman Chung (Leiden University), Priscilla D M Boender (Leiden University), Nadira Saab (0000-0003-0751-4277, Leiden University) |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-09-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.921319 |
| OpenAlex | W4298109787 |
| Language | EN |
| Citations received | 1 |
| References cited | 43 |
In this exploratory descriptive study, we use eye-tracking technology to examine teachers’ visual inspection of Curriculum-Based Measurement (CBM) progress graphs. More specifically, we examined which elements of the graph received the most visual attention from teachers, and to what extent teachers viewed graph elements in a logical sequence. We also examined whether graph inspection patterns differed for teachers with higher- vs. lower-quality graph descriptions. Participants were 17 fifth- and sixth-grade teachers. Participants described two progress graphs while their eye-movements were registered. In addition, data were collected from an expert to provide a frame of reference for interpreting the teachers’ eye-tracking data. Results revealed that, as a group, teachers devoted less visual attention to important graph elements and inspected the graph elements in a less logical sequence than did the expert, however, there was variability in teachers’ patterns of graph inspection, and this variability was linked to teachers’ abilities to describe the graphs. Directions for future studies and implications for practice are discussed
Curriculum · Descriptive statistics · Eye tracking · Graph · Mathematics education · Pedagogy · Statistics · Computer Science · Educational Assessment and Improvement · Mathematics · Psychology · Artificial Intelligence · Theoretical Computer Science
Eye Tracking Methodology
Making Sense of Graphs
A Perfect Time for Data Use
Curriculum-Based Measurement
Eye Movements as Reflections of Comprehension Processes in Reading
Developments in Curriculum-Based Measurement
Teacher capacity for and beliefs about data-driven decision making
Using Curriculum‐Based Measurement to Improve Student Achievement
Bringing Data-Based Individualization to Scale
International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making
A Systematic Review of CBM Professional Development Materials
A continuum of data literacy for teaching
Misconceptions about data-based decision making in education
Sorting pupils into their next educational track
Assessing Preknowledge Cheating via Innovative Measures
How People with Low and High Graph Literacy Process Health Graphs
First steps into understanding teachers' visual perception of classroom events
Eye movements in reading and information processing
Keeping an Eye on Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |