“Drawing” out student conceptions : using pupils’ pictures to examine their conceptions of assessment

In this chapter, we describe a study using a “draw-a-picture” technique (Clarebout et al., 2007; Haney et al., 2004; Picker & Berry, 2000) as an alternative way of gathering data regarding pupil thinking about assessment. In this study, we asked New Zealand students in years 5-10 to draw a captioned picture of assessment and then discuss these representations during a focus group interview with other members of their class. To better situate our study, we begin this chapter by discussing relevant research literature about student conceptions of assessment. Next, we describe the study and share our results. Finally, we discuss this method’s strengths and weaknesses and highlight how this study contributes to knowledge about student conceptions of assessment