Keywords

Formative assessment, student self assessment, student response system, clickers, student self assessment tool

Abstract

This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections. Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone

Notes

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Graduation Date

2013

Semester

Summer

Advisor

Dixon, Juli

Degree

Master of Education (M.Ed.)

College

College of Education and Human Performance

Department

Teaching, Learning, and Leadership

Degree Program

K-8 Mathematics and Science Education

Format

application/pdf

Identifier

CFE0004955

URL

http://purl.fcla.edu/fcla/etd/CFE0004955

Language

English

Release Date

August 2013

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

Restricted to the UCF community until August 2013; it will then be open access.

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