Formative assessment, inquiry science, self assessment, discourse, student performance, middle school
This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including "talk-friendly" probes, sticky bars, and agree-disagree statements were used in the classroom to expose gaps in knowledge, to facilitate discourse, and promote self-assessment. A triangulation of data included a district-provided pre/post-test, teacher observation, written and oral student responses of formative assessment, self-assessment, discourse, and student self-assessment on a learning goal tracker. Data gathered from student responses to formative assessment techniques given during discourse, lab experiences, in written responses, and from the student learning scale tracker were analyzed to expose misconceptions and gaps in knowledge and guide classroom instruction. Data showed that student performance data improved overall and students narrowed gaps in knowledge of the Sun-Earth-Moon system. Improvement in student participation and skill of discourse was evident; however students needed more practice developing written explanations for phenomenon within the Sun-Earth-Moon system. Through the use of self-assessments students showed improvement in ability to self-assess and realized gained knowledge toward their learning goal.
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Master of Education (M.Ed.)
College of Education and Human Performance
Teaching, Learning, and Leadership
K-8 Mathematics and Science Education
Length of Campus-only Access
Masters Thesis (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Anderson, Clinton W., "Probing Space: Formative Assessment In A Middle School Inquiry-based Science Classroom" (2012). Electronic Theses and Dissertations. 2308.
Restricted to the UCF community until May 2015; it will then be open access.