An action research on the authentic assessment of a unit designed according to concept-based interdisciplinary approach

This study aims to investigate the implementation and authentic assessment process of a unit designed according to concept-based interdisciplinary approach in social studies course. With this purpose in mind, the study first presented the existing situation in class in relation to concept teaching, interdisciplinary approach, and authentic assessment. In line with the general purpose, the study also examined problems in relation to the implementation of the unit designed and solution suggestions for these problems, effect of the implementation on teaching and learning processes, students' perceptions about the authentic assessment process, and the effect of the implementation on acquisition of the concepts. This study, which aimed to investigate the implementation and authentic assessment process of a unit designed using concept-based interdisciplinary approach, was conducted as an action research. It was carried out in a state school in the fall and spring semesters of the 2013-2014 education year. The participants were 19 fourth grade students, 12 males and 7 females, who were chosen using criterion sampling method, one of purposeful sampling methods. The data were collected through semi-structured interviews, structured observations (camera records), authentic assessment tools (rubrics and level identification checklists), student activity worksheets, researcher and student journals, and concept tests. Before the implementation, observations and student interviews were conducted throughout one unit so that the existing situation in the classroom could be revealed. In the implementation phase, Environment unit designed according to interdisciplinary program design model proposed by Jacobs (1989 and 2004) was applied in 32 course hours. Action research process was conducted based on cycles. In each cycle, implementation stage of the lesson plan prepared for each concept was monitored before the study, action plans were developed to solve the problems encountered, and the next cycle was applied once the problem was solved. Authentic assessment activities, rubrics, and level identification checklists were utilized with a view to identifying whether students gained attainments of the courses. Process interviews were conducted with students in order to evaluate the research process. Once the eight cycles in the implementation were completed, the students were administered concept tests and interviews. Qualitative data obtained from the study were analyzed using content analysis methods. To enhance reliability, the data were coded by a second coder. In the implementation phase, the process was investigated in itself in each cycle after the lesson plan was implemented. After the process was completed, all the data were evaluated and analyzed as a whole. The quantitative data were collected through the concept tests. The students were asked to their answers following each answer in the test which had 25 multiple choice questions. Scoring involved giving 1 point for the correct option and 3 points for the correct justification. A second coder who is an expert on the issue helped for the reliability of the concept scoring. As a result, it can be said that action research is an appropriate research method for implementing and assessing a teaching approach; this method increased teaching quality and the researcher's experience. Students' activities that were prepared according to concept-based interdisciplinary approach were found to be different from the previous activities. These activities enable to learn different discipline information simultaneously, gain in-depth knowledge, learn new information, develop positive attitudes towards the lesson, increase academic success, save time, and review topics; they also help students to attain research, observation and computer skills and real-life information. These activities increased students' interest in the lesson and contributed to develop positive attitudes, work cooperatively, and improve decision-making and critical thinking skills. Students liked these activities, participated willingly, and enjoyed the process. The activities enabled interdisciplinary connections in social studies course with mathematics, science, Turkish, visual arts, music, and English. According to students' views, interdisciplinary connections were made mostly with science and math; and less with music and English. According to observations, interdisciplinary connections were made mostly with Turkish and less with English and music. While in the first cycles it was the researcher who emphasized interdisciplinary connections, results showed that students began to realize interdisciplinary connections by themselves and make new connections. Students found authentic assessment activities used in the evaluation process different because the activities were student-centered and required using metacognitive strategies and interdisciplinary knowledge. They participated willingly and had fun. Students realized that the assessment activities were process-based and student-centered and required using information from various disciplines, and students noticed interdisciplinary connections in the implementation and evaluation process. Although there were some students who reportedly had difficulties in some activities, they also stated that these activities were more enjoyable and educational and that they wanted to use them in other lessons, as well. Moreover, results showed that the unit which was prepared and implemented according to interdisciplinary approach and assessed using authentic assessment techniques had positive effects on the acquisition of the concepts. Keywords: Interdisciplinary approach, concept-based instruction, authentic assessment, action research