Response to Migilaccio, Todd & Melzer, Dan. Using Grounded Theory in Writing Assessment. The WAC Journal Volume 22 (2011): 78-88
Grounded Theory in a general understanding involves the collection and analysis of data. The theory is considered “grounded” in the data collected, which in short translates the analysis and development of theories happens after collecting the data. This theory is considered towards qualitative theory, but can be used in different areas of research.
To simplify it even more, the best way I can put it is the following: “Think of Grounded Theory that is “grounded” from raw data/information to create a new theory all your own! You gather the data and code it. Meaning you categorize it based on the levels of importance… (Dennis & Mentor 2020).”
I found the reading Using Grounded Theory in Writing Assessment very interesting because it made me look at my own research question and ponder on the idea of using Grounded Theory to approach my question. Delving into the article, Grounded Theory is used to approach writing assessment, which most students across all disciplines have struggling doing. The idea of writing itself can be daunting for both students and instructors; in the case for this article it is the sociology department faculty and students.
Another aspect of the article that I found interesting was the way that Grounded Theory would benefit not just one discipline such as composition but for writing in all disciplines. “As a research methodology that emphasizes dialogue, context, and a relationship between analysis and theory building, grounded theory aligns… , constructivist trends in writing assessment, and it can be presented to departments across disciplines as an alternative to the more traditional, positivist approach of formulating a rubric, scoring essays, and writing up a report to gather dust in an administrator’s file cabinet (Migliaccio & Melzer, pgs 79-80 ).” Quite honestly, I think many students who struggle to meet the criteria of writing assessment rubrics would benefit from the research and results from this theory. We are growing in age of writing becoming humanistic, instead of facts on facts.Grounded Theory all in sense, to my understanding is backtracking your steps in the data that you gather with something new and profound to aid to information to solve an issue.
The more I read and began to understand the “groundedness” of Grounded Theory, the more I began to evaluate how I have been already obtaining my own raw data with my past and current 2nd Grade students. From annotating their writing over the course of the school year, tracking their reading log amount/content, 1-on-1 conferences, and other supplement material I create to help them with their writing assessments/assignments.
This reading helped me feel more confident in my own research question and what research methodology I would use to research my question, which is the following: What is the effectiveness of implementing a Digital Literacy designed learning tool (by me) into a control group within a 3rd ELA class? To elaborate on that question, I was then asked by Dr. Nelson my purpose, data, and intentions on how I would answer my question:
The question I proposed is important to me because working as a Reading Coach in an urban school, I see the issue a lot of my students face when it comes to writing. They need that extra in class support to understand the concept of the writing process and how to approach it. Unfortunately, it is not common to have in class support in all classrooms. I want to design eLearning content that focuses on the issues of writing that our students face today.
The data I would need to collect in order to answer this question is observing the students and how they process writing, some of their writing throughout the course of the year, and working with the students in a classroom setting. Working as a Reading Coach for 2nd Grade students, I already have and continue to gather this type of data as I work with the age group. My plan is to follow this same class to the next grade to use the e Learning content that I am designing based on the information I have and currently gaining while working with them. My next steps are to do more research on the usage of digital literacies tools within an ELA classroom setting and to also get started on the IRB process in order for me to come back next school year to work with them.
.Stephanie. “Grounded Theory: Simple Definition and Examples.” Statistics How To, 22 Feb. 2019, http://www.statisticshowto.datasciencecentral.com/grounded-theory/.
Migilaccio, Todd & Melzer, Dan. Using Grounded Theory in Writing Assessment. The WAC Journal Volume 22 (2011): 78-88
The following is a link to my presentation!