Scholarworks
ScholarWorks is an open access repository for the capture of the intellectual work of Montana State University (MSU) in support of its teaching, research and service missions. MSU ScholarWorks is a central point of discovery for accessing, collecting, sharing, preserving, and distributing knowledge to the Montana State University community and the world.
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Middle school science assessments: comparison of three grading methods
(Montana State University - Bozeman, College of Letters & Science, 2024) Tomayer, Monica Kim; Chairperson, Graduate Committee: C. John Graves
What do grades really mean? This study was completed to compare three different grading methods for middle school eighth grade science assessments: Traditional Grading (number correct divided by number possible in a percentage), Conrad Proficiency-Based (rubric based on learning targets 5-10 score, 0 (missing)), and Standard-Based Score (rubric based on Next Generation Science Standards (NGSS) standards 0-4 score). Learning targets developed from NGSS standards were the main scoring method for proficiency-based and standards-based grades. Comparisons were made over five science units. Pre- and post- assessments, three surveys (pre, mid and post), and individual and group interviews were used to collect data on student's assessment scores, confidence levels, perceptions, motivation and student attitudes towards the various grading methods. The proficiency-based and standards-based scores were graded per learning target and each unit had between one and four learning targets. Traditional grading was completed over the full unit. The results showed a significant difference between the average scoring of the proficiency-based method and the other two methods. Proficiency-based scoring averages were higher than the other two methods, possibly because proficiency doesn't always mean that students have to get all the questions correct. To be considered proficient a student must have an overall understanding of the learning targets. It is possible that the proficiency-based scoring method could be inflating student grades when compared to the other two methods. Reported student confidence didn't show any changes when using learning targets to clarify scientific topics on the summative assessments. Letter grades were important to the students at the beginning of the study, but not as important towards the end of the study. This demonstrated that students were understanding that a score per learning target was giving them more information about what they actually understand about each science topic. Students also reported wanting the ability to re-test, which is an important curricular methodology for both proficiency-based and standards-based scoring.
Establishing a learning progression for the science and engineering practice of developing and using models for middle school STEM
(Montana State University - Bozeman, College of Letters & Science, 2024) Wright, Joel; Chairperson, Graduate Committee: C. John Graves
The framework of the Next Generation Science Standards (NGSS) groups together middle school students as a single "grade band" for learner outcomes. At the International School of Ho Chi Minh City -- American Academy (ISHCMC-AA) middle school STEM teachers have observed considerable differences academically between grade 6, 7, and 8 students. Therefore, establishing a learning progression (LP) for science and engineering practices (SEP) would be highly beneficial for the middle school STEM department. This action research used a mixed-methods approach to triangulate data of student performances and perceptions of strengths and weaknesses for the SEP of developing and using models of novel phenomena. Based on data collected from middle school STEM students (N=85) a LP that increases in science skills and cognitive abilities for learning outcomes by the ends of grades 6, 7, and 8 has been established and used as a department wide standard of student performance expectations.
The effectiveness of homework in a 6th grade elementary science classroom
(Montana State University - Bozeman, College of Letters & Science, 2024) Wear, Nancy K.; Chairperson, Graduate Committee: C. John Graves
Many educators and parents have debated the necessity of homework. Research studies completed in the past ten years analyzed whether homework benefited all grades' assessment scores, specifically in math and language arts. School districts throughout the United States have weighed in on whether or not homework is effective on student testing and whether or not homework is necessary. It is becoming increasingly popular for school districts to question the validity of homework rather than assigning their students homework. This study aimed to research whether homework in a sixth-grade general education self-contained elementary classroom affected student learning in science, as evidenced by increased science assessment scores. This study also includes a qualitative analysis of students' and parents' attitudes toward science homework. Students were given science homework two to three nights weekly for five weeks. After completing the homework assignment, students were given a weekly short assessment to test their knowledge. Following the weekly assessment, students were given a post-assessment survey to rate their attitude toward the homework. Analyses of the quantitative results indicated there was a minimal increase in scores. The analysis of the qualitative results indicated the students' attitudes, where they did not enjoy doing science homework, and parents saw homework as beneficial.
Crafting the ideal physics classroom
(Montana State University - Bozeman, College of Letters & Science, 2024) Wilkens, Cal; Chairperson, Graduate Committee: C. John Graves
The purpose of this study was to propose a methodology of teaching that incorporated inquiry teaching strategies in the classroom with the intent of transforming the classroom into an active learning environment. The most effective and feasible method for this was to create a storyline unit lesson plan for the first unit in a high school physics classroom, kinematics. In the storyline, students aimed for an ultimate goal of creating or obtaining a projectile launcher and used that launcher to hit a target somewhere above the ground. In order to do this, students created a toolbox of various tools. These tools were the various kinematics concepts they learned throughout the unit, like trigonometric functions, derivatives, velocity versus speed, and so on.
The impact of collaboration & feedback on science lab assessments in a mastery grading classroom
(Montana State University - Bozeman, College of Letters & Science, 2024) Schneyer, Isabelle Lily; Chairperson, Graduate Committee: C. John Graves
Mastery grading classrooms prioritize student learning through a system that allows for assessment retakes and revisions until a predetermined benchmark is achieved. Students engage in remediation cycles where they relearn material and practice before reattempting the assessments. In our chemistry class, students struggle with revising chemistry labs in this mastery-based grading system. Students lack confidence or have significant gaps in understanding that prevent them in engaging in the revision process. This study looked at the effects of adding collaborative lab activities between initial and revised lab attempts. In the collaborative lab activities, students worked through similar problems to those assessed on the lab and provided one another peer feedback. Student surveys were collected pre-post unit as well as after every collaborative activity to determine how confidence to complete lab revisions changed. A random sample of students (n=12) were chosen across the sections based on first semester grades to complete interviews at the end of the unit. Scores for each lab on first attempt and after the lab revisions were analyzed. On three different labs within a stoichiometry unit, students showed significantly improved scores (p<0.05) between the initial attempt and revisions when peer collaboration was included. Lab scores improved but students felt their confidence did not seem to change significantly (p>0.05) over the course of the unit or with any specific collaborative activity. However, post-unit interviews showed that students enjoyed mastery grading classrooms and lab revisions more when peer feedback was embedded in the remediation cycle. Since the classroom culture and lab scores improved over the treatment unit, collaboration will continue within the mastery grading system.