Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Standards-based single-point rubrics in advanced placement environmental science(Montana State University - Bozeman, College of Letters & Science, 2023) Beckman, John Bradley; Chairperson, Graduate Committee: C. John GravesRubrics that link specific standards to assessment items offer educators a way to communicate with students about understandings and abilities and how to improve them. Single-point rubrics list a single, target performance expectation and leave open spaces for targeted feedback to encourage growth and creativity. The purpose of this study was to determine the effects of standards-based single-point rubric use on learning attitudes and student perception of meaning from grades among students in Advanced Placement Environmental Science classes. Before the intervention, surveys were administered to two sections of Advanced Placement Environmental Science classes to gather information about students' initial learning attitudes and perceptions of grades. For two units of study, standards-based single-point rubrics were implemented for feedback and assessment of student learning. During these units, rubric scores and student re-assessment attempts were recorded as evidence of student motivation. Traditional, percentage grades were calculated from standards-based single-point rubric scores for the units of study during intervention. After the two units of study, student learning attitudes and grades surveys were administered again, along with student interviews to determine if students' views about learning and grades had changed. Student learning attitudes and perceptions of grades generally agreed with 'expert' responses leading into the intervention. Quantitative and qualitative data suggested overall notable gains in students' problem-solving strategies learning attitudes and in students' perceptions of grade validity.Item Standards based grading models in 9th grade earth science classrooms(Montana State University - Bozeman, College of Letters & Science, 2019) DeCock, Adrienna Joan; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to identify the effects of incorporating standards-based grading models into a freshman Earth science classroom, as well as researching the impacts on the learning process of special education students and regular education students. Both qualitative and quantitative data analysis methods were implemented, and various data collection tools were studied. Students were administered a Rock Cycle Summative Assessment pretreatment and post treatment. Students were also evaluated on their performance through various mineral and rock identification labs. Through the Rock Cycle Pre and Post Summative Assessments, students showed growth towards the two learning targets identified. The What's in a Grade Likert Survey, Pre and Post Test Report Cards, and one-on-one interviews identified positives and negatives for goal setting, communication, feedback and differentiation.Item The impacts of teaching the crosscutting concepts in a proficiency-based system(Montana State University - Bozeman, College of Letters & Science, 2019) Fitch, Christine DeLeo; Chairperson, Graduate Committee: Greg FrancisEducation in the State of Vermont is evolving due to new legislation. By 2020, our students must graduate from a proficiency-based system. Vermont students must demonstrate proficiency in science in order to meet graduation requirements. Based on the Next Generation Science Standards (NGSS), students are considered proficient in science when they master the science and engineering practices (SEP), cross-cutting concepts (CCC), and disciplinary core ideas (DCI) which are outlined in the framework. The purpose of this research is to assess student proficiency in CCC in regard to the intervention of implementing CCC learning progressions. The treatment was applied in a ninth-grade earth science class over the course of a 6 week long unit. The sample size was approximately 52 students. The treatment included activities that articulated examples of CCC and a learning progression that aided in the delivery of CCC throughout the unit. The progression was used by the teacher to drive activities and score assessment, as well as, by the students as a path towards proficiency. DCI and SEP were taught concurrently with the CCC using current practices. The results indicate that there was no improvement over the treatment period in regards to students' ability to apply the CCC to the DCI. There was no distinction made between student scores on the pre-treatment unit assessment and the post treatment unit assessment. However, a small association was found between explicit teaching of the CCC and student understanding of the DCI.Item Standards-based grading a high school physics classroom(Montana State University - Bozeman, College of Letters & Science, 2017) Tietyen, Erik Dane; Chairperson, Graduate Committee: Greg FrancisThe paper investigated the effectiveness of standards-based grading (SBG) in a high school physics classroom, as well as how student perception of the importance of grades changed when exposed to SBG. Authentically assessing student performance is a controversial issue and SBG is no exception. While initially transitioning to SGB may seem easy, it actually requires a radical shift in thinking by the teacher. In order for SBG to be successful a teacher must construct a way to allow students to show growth and allow them to learn at their own pace. Giving a grade value to student assessments doesn't require much change, but the idea and weight of a zero percent needs to be reevaluated. Throughout the research process it was found that students who utilized the SGB system did perform better on a final exam as compared to previous classes that were taught under a more traditional system. Student opinion on grades also changed throughout the research period. Students realized that the more concepts they can accurately demonstrate, the higher their overall grade becomes. This gave students a measurable system to achieve the grade that they wanted.Item Comparing student performance and perception of competence on summative science performance tasks versus written science summative tests at the sixth grade level(Montana State University - Bozeman, Graduate School, 2015) Barnes, Carli Ruth; Chairperson, Graduate Committee: Peggy Taylor.This study examines the effects on student performance of designing performance tasks based on the Next Generation Science Standards. It also assesses sixth grade students' accuracy in determining their final test scores on both traditional written unit final tests and final performance tasks. Eighty-four sixth graders in four different classes were studied across four different science units. Two classes formed Sample A and two classes formed Sample B. They alternated taking traditional written end of unit tests and taking performance tasks instead. They recorded their predicted scores and their feelings about each test on a survey immediately after testing. The study's results are inconclusive. While the teachers felt less confident preparing students for the performance tasks, students appeared to prefer them, and did moderately better on them. How much better was not found to be statistically significant, though. Students in Sample B consistently outperformed Sample A on all assessments, but Sample A students reported having studied for final tests more often. In all, this study shows how middle school students can be unpredictable and are not always self aware, but do prefer to be engaged in hands-on learning. There may be something to be said for student enjoyment of an assessment, even if the final scores students earn on non traditional tests are only moderately better.Item What are the effects of standards-based grading on student learning and behavior in the secondary science classroom?(Montana State University - Bozeman, Graduate School, 2014) Mannix, Logan Dean; Chairperson, Graduate Committee: Peggy Taylor.Over the last few years of my teaching career I grew frustrated with some recurring problems that I attributed to my points-based grading system. Parents and students seemed to focus more on earning points than on learning. When students and their parents came in for help they asked about making up assignments for partial credit and about earning extra credit, but rarely sought help in understanding content or mastering skills. Homework was often completed quickly with little effort, and feedback given on homework and tests was usually ignored. When I looked into the research I found that points-based grading systems were often inaccurate and conveyed little information to parents, teachers, and students to improve future learning. Many assessment experts recommended switching to a standards-based grading system (SBG). For this project three high school biology classrooms were assessed with a traditional points-based grading system for the fall semester, and then a SBG system was implemented in the spring semester. During the treatment the curriculum was broken into standards and specific learning objectives. All assignments and quizzes were tied to these standards, and short quizzes were used to assign individual grades to each learning objective. Non-academic achievement factors such as attendance, attitude, behavior, and homework punctuality were recorded separately but not included in students' academic grades. Students were allowed to re-assess over learning objectives throughout the grading period. Data collection involved an attitude survey, which was given both spring and fall semesters, student interviews, unit assessment scores from both semesters, and semester exams. I also recorded field notes to document summaries of interactions I had with students who asked for help or asked about their grades.Item Effects of data-driven instruction and goal setting on science learning and test scores(Montana State University - Bozeman, Graduate School, 2012) Small, LaCee M.; Chairperson, Graduate Committee: Peggy Taylor.Data-driven instruction and goal setting are by no means new to the field of education. This study examined how data-driven instruction combined with student goal setting affected test scores and student engagement as well as how it affected my teaching practices. Analysis of surveys, test scores, journals, interviews and observation protocols indicate that while there was no significant improvement in student engagement in science as observed by teachers and self-reported by students, test scores did increase and students enjoyed the goal setting process and felt that it helped their learning.