Coding young learners’ pictorial responses to an open-ended assessment task

Jill Cheeseman, Andrea Mary McDonough

    Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


    Following the teaching of a unit on mass measurement to 274 children (6 to 8 years of age), each of 13 classroom teachers administered an open-ended assessment task. Children represented their perceived knowledge of mass measurement in response to an “Impress Me” prompt. Drawn and written recordings were complex and multi-dimensional, ranging from drawings and/or descriptions of activities children had undertaken or materials they had used, to the articulation of understandings related to foundational ideas of measure. The complexity of categorising and coding the pictorial responses of children is central to this paper. Interpreting children’s drawings is not straightforward and this has implications for classroom teachers.
    Original languageEnglish
    Title of host publicationMathematics Education Research: Impacting Practice
    Subtitle of host publicationProceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia
    EditorsGregory Hine, Susan Blackley, Audrey Cooke
    Place of PublicationAdelaide SA Australia
    PublisherMathematics Education Research Group of Australasia (MERGA)
    Number of pages5
    Publication statusPublished - 2019
    EventAnnual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia
    Duration: 30 Jun 20194 Jul 2019
    Conference number: 42nd (Proceedings)


    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2019
    Abbreviated titleMERGA 2019
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