Using Drawings to Assess Student Perceptions of Schoolyard Habitats - A Case Study of Reform-Based Research in the United States

Oct 15, 2026

Case study develops and field-tests a research-based 7-item scoring rubric for analyzing elementary students’ schoolyard habitat drawings. The study addresses the need for valid, reliable, objective assessment tools to evaluate whether outdoor learning in U.S. schools measurably shapes students’ perceptions and ecological understanding. Three raters scored 77 drawings with high inter-rater reliability and no significant differences. Subgroup analyses show the rubric can detect measurable differences across gender, academic ability, and ethnicity, supporting a quantitative, easy-to-use tool.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Assessing Schoolyard Learning

Alternative assessments in standards-based education

Using Drawings to Assess Student Perceptions of Schoolyard Habitats: A Case Study of Reform-Based Research in the United States Linda L. Cronin-Jones, University of Florida, United States Abstract This case study describes the development and field-testing of a researchbased scoring rubric for analyzing elementary students’ schoolyard habitat drawings. To justify schoolyard learning experiences in U.S. schools, teachers, program evaluators, and others need valid, reliable, and objective assessment tools for determining if, and how, these learning experiences influence students’ perceptions and understandings of ecological concepts. Three different raters used the 7-item rubric to evaluate 77 drawings. A high degree of inter-rater score reliability was found and no significant differences werefound between scores of different raters. To determine if the rubric could detect measurable differences in drawings made by students of different genders, academic ability levels, and ethnicities, scores were compared and analyzed by subgroup. Results indicate that it is possible to develop a quantitative, easy-to-use tool for analyzing drawings and identifying differences in students’ perceptions of their schoolyard habitats. Résumé Cette étude de cas décrit le développement et les tests sur place d’une recherche axée sur une rubrique de notation pour analyser les dessins d’habitats scolaires des élèves de l’élémentaire. Pour justifier les expériencesd’apprentissage dans les cours d’écoles aux États-Unis, les enseignants, les évaluateurs de programmes et autres intervenants, ont besoin d’outils d’évaluation valides, fiables et objectifs pour déterminer si et comment ces expériences d’apprentissage influencent les élèves dans leurs perceptions et leur compréhension des concepts écologiques. Trois différents noteurs ont utilisé la rubrique en 7 points pour évaluer 77 dessins. On a trouvé un degréélevé de fiabilité sans différence significative entre les résultats des différents noteurs. Pour déterminer si une rubrique pouvait déceler des différences mesurables dans les dessins faits par des élèves de sexes opposés, de degrés d’aptitudes académiques et d’origine ethnique différents, on acomparé et analysé les résultats par sous-groupes. Les résultats indiquent qu’il est possible de développer un outil quantitatif et facile d’utilisation pour analyser des dessins et identifier des différences dans les perceptions des élèves de leur habitat scolaire. Canadian Journal of Environmental Education, 10, Spring 2005 225 The formal education system in the United States is in the midst of a massive reform effort focusing on two key issues: standards and accountability (Champagne, Lovitts, & Calinger, 1991; National Research Council, 1999) . As part of the standards-based education movement, all lessons and learning activities in K-12 American schools must be tied to state and/or national standards in four academic subjects: reading, writing, mathematics, and science. To justify taking students out of traditional classrooms and into natural schoolyard environments, teachers must be able to provide school administrators, parents, and other interested parties with evidence that these outdoor experiences result in measurable, standards-related learning. Although compelling arguments can be made to support the use of schoolgrounds for more general student benefits, such as play, social development, and skills development (Malone & Tranter, 2003), teachers, school administrators, and educational policymakers in the U.S. will not embrace the schoolground learning movement until empirical evidence is provided that the academic benefits of such experiences can be quantified and objectively measured for all types of learners. Assessing Schoolyard Learning Empirical research studies have demonstrated that outdoor schoolyard learning experiences can be more effective than traditional indoor classroom instruction when teaching about topics add

FAQs

What does the study develop and test?

The study develops and field-tests a 7-item scoring rubric to analyze elementary students’ schoolyard habitat drawings.

How consistent were the rubric scores across different raters?

Three raters produced a high degree of inter-rater score reliability, with no significant differences between raters’ scores.

Can the rubric detect differences among student subgroups?

Yes. Scores were compared and analyzed by subgroup, and results indicate measurable differences in drawings related to gender, academic ability levels, and ethnicities.

Oct 15, 2026

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