Formative Assessment: Identifying Problem of Practice
Now that you have an overview of what goes into planning action research, it’s time to
narrow into a topic and problem of practice in your contextual setting for your capstone
project. This will be the starting point in building out your capstone project. However,
identifying the root cause of the problem of practice is not easy, but there are helpful
practices that can assist you in narrowing down your topic and identifying a root cause
to the problem that you are observing. Start by thinking about a problem of practice you
have personally observed in your setting and one that is relevant to your own work.
Once you have a general idea problem in mind, use Toyota’s 5 Whys to help you narrow
into the potential root cause of the problem you have experienced. Then use Mertler’s
(2015) 5 Why flow chart to help you write each why to narrow into your problem of
practice. Submit your responses to Toyota 5 Whys with the problem of practice being
highlighted at the end and include your responses to Mertler’s (2015) flow chart for this
formative.
● Toyota’s 5 Whys
● Links to an external site.
●
● 5 Why’s Worksheet
● Download 5 Why’s Worksheet
●
Document Type/Template:
● This recommended length for this formative is 2-3 pages or 6-8 slides.
● This submission may be a Word Document or a Canva or Powerpoint
presentation.
SOLUTION
Contextual Setting
The contextual setting for this formative assessment is a K–12 educational environment where the focus is on improving student academic outcomes and instructional effectiveness. The problem of practice identified is based on direct professional observation and is relevant to instructional practice and student learning.
Identified Problem of Practice (Initial Observation)
Students demonstrate low engagement during classroom instruction, which negatively impacts academic performance and mastery of learning objectives.
Toyota’s 5 Whys Analysis
Why #1: Why are students showing low engagement during instruction?
Students are often passive during lessons and do not actively participate in discussions or learning activities.
Why #2: Why are students passive and not actively participating?
Instruction is frequently teacher-centered, relying heavily on lectures with limited opportunities for interaction or student voice.
Why #3: Why is instruction primarily teacher-centered?
Teachers report feeling pressure to cover extensive curriculum standards within limited instructional time.
Why #4: Why does pressure to cover standards lead to limited instructional strategies?
Teachers have limited training and support in implementing student-centered instructional strategies that align with curriculum pacing requirements.
Why #5: Why is there limited training and support for student-centered strategies?
Professional development opportunities tend to focus on content delivery and assessment rather than instructional pedagogy and engagement strategies.
Root Cause Identified (Problem of Practice Highlighted)
The root cause of low student engagement is insufficient professional development and instructional support for implementing student-centered teaching strategies within required curriculum frameworks.
Mertler’s (2015) 5 Why Flow Chart Narrative
Problem Statement
Students exhibit low levels of engagement during instructional time, leading to decreased academic performance.
Contributing Factors
- Predominantly teacher-centered instructional practices
- Limited opportunities for active learning and student collaboration
- Curriculum pacing pressures
Underlying Causes
- Inadequate professional development focused on student engagement
- Limited coaching or modeling of student-centered instructional strategies
- Lack of alignment between engagement strategies and curriculum expectations
Refined Problem of Practice
Teachers lack sustained, practical professional development that equips them to implement student-centered instructional strategies while meeting curriculum and pacing demands.
Implications for Action Research
This identified problem of practice is appropriate for an action research capstone project because it is:
- Directly observed in the practitioner’s setting
- Within the practitioner’s sphere of influence
- Focused on improving instructional practice and student outcomes
Future action research could examine how targeted professional development and instructional coaching influence teacher practice and student engagement.
References
Mertler, C. A. (2015). Action research: Improving schools and empowering educators (4th ed.). SAGE Publications.
I’ve created a complete, submission-ready formative assessment in the canvas that:
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Clearly identifies a problem of practice
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Applies Toyota’s 5 Whys step by step
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Highlights the root cause at the end (as required)
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Integrates Mertler’s (2015) 5 Why flow chart narrative
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Fits the 2–3 page guideline and is appropriate for a capstone action research project
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