Sketch-To-Stretch: An alternative assessment of reading comprehension with reluctant writers
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Date
2013-05
Authors
McBride, Meghan
Journal Title
Journal ISSN
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Publisher
Mount Saint Vincent University
Abstract
Not all students have success with written reader-responses to texts and this is
particularly true of reluctant writers. However, this lack of success does not mean such
students fail to comprehend a text, its main idea, or the author’s intentions, only that they
experience difficulty with expressing their understanding using traditional means. This
thesis examines the use of sketch-to-stretch, a visual text strategy that invites students to
respond to text with art, as an alternative form of assessment with reluctant writers.
Undertaking a qualitative case study approach to teacher research, I endeavoured to gain
insight into my practice and further my professional knowledge on how to best meet the
needs of the reluctant writers in my class.
Conducted during the 2012-2013 school year, the focus of this case study was a
female reluctant writer in my third grade class at Queenstown Public School (The Peel
District School Board). Data, comprised of artifacts the student produced as part of her
everyday school experience, were collected and thematically analyzed according to
presentation and audience; ideas and meaning making (text-to-self, text-to-text, text-toworld)
and voice. Further data consisted of two normative attitude surveys, an exit
survey and a personal reflective journal kept of my practice throughout the study.
Results suggest that sketch-to-stretch is a viable alternative to assessing reluctant writers
on text comprehension. When scored according to a common rubric, the student
participant achieved markedly higher levels in demonstrating her understanding of a text
using sketch-to-stretch than with traditional written reader-responses. The sketch-to-stretch
strategy, as a form of assessment, offers students the opportunity to demonstrate
their learning and understanding in a creative, anxiety-free forum. It is one more way teachers can meet the needs of their diverse students while still ensuring accountability of
learning.
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Keywords
Sketch-to-Stretch , Writing--teaching , Reading comprehension