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 Effects of participation in formative assessment on critical thinking skills in a science classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Templin, Sarah Rae; Chairperson, Graduate Committee: C. John GravesCritical thinking is a skill that students struggle to master. This skill is useful not only in academics but also in becoming a discerning consumer of information. I wanted to see if student participation in formative assessment with frequent feedback would improve their critical thinking skills as well as their confidence in those skills. The experimental group was given additional questions on each formative assessment that assessed their critical thinking skills. The comparison group was given formative assessments without the added critical thinking questions. Both groups of students were given the same pre- and post-assessments to measure growth in critical thinking skills. Both groups were also given a pre-, mid-, and post-survey to measure confidence. The results of this study showed that participation in formative assessment does not improve student performance of critical thinking skills and did not increase student confidence in those skills. Further study is needed in this area.Item The effect of standards based grading on the developing growth mindset in a high school physics classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Davis, Sarah Elizabeth; Chairperson, Graduate Committee: Greg FrancisThis Action Research project investigated the impact of standards-based grading (SBG) on developing a growth mindset for students in a high school physics classroom. Originally termed by Carol Dweck, those with a growth mindset have the innate ability to constantly improve through effort and a willingness to take on challenges. Having this type of mindset should set students up for success regardless of their future profession. However, many students do not possess this mindset. Often students avoid challenges and seek the easiest path towards the highest grade possible, even if this path results in little to no lasting understanding. It is difficult to foster a growth mindset in a classroom using a traditional grading system because students quickly adapt to game the system and receive the best grade possible with the least amount of effort. Instead, the SBG system focuses on understanding and streamlines the gradebook to only reflect student mastery of the content. To succeed in this grading system, students must work on skills such as seeking out feedback and being aware of their own academic misconceptions. At the conclusion of the research process, students became more receptive to feedback and improved their perception of making mistakes. Students reported that SBG gave a better picture of their understanding compared to a traditional gradebook. They also noted that the frequent assessments associated with SBG helped them become more aware of their understanding. Finally, students saw a substantial decrease in test anxiety as their final letter grade was strongly deemphasized and as they gained a better awareness of what their grade truly represented.Item Effectiveness of self-assessment feedback strategies in a 7th grade science classroom in a remote/hybrid learning environment(Montana State University - Bozeman, College of Letters & Science, 2021) DiGiovanni, Ben; Chairperson, Graduate Committee: Greg FrancisProviding meaningful feedback to well over 100 students in a timely manner is challenging for many teachers, especially on bigger assignments. This action research study looked at strategies to maximize effective feedback towards large numbers of students. The primary focus area was helping students improve scientific argumentation assessments through self-assessment feedback methods along with students reflecting on content learning goals. Students were instructed on how to self-evaluate their own science argumentative writing processes and encouraged to make improvements before submitting assessments. Instruction during data collection occurred during majority of remote learning, however continued into a hybrid classroom model. Data collected included written assessment data, student surveys, as well as small group/individual student interviews. Student feedback was very favorable to the self-assessment strategies implemented which also yielded slightly higher performance on student written assessments.Item The effects of formative feedback on student learning in science education(Montana State University - Bozeman, College of Letters & Science, 2019) Schultz, Michael; Chairperson, Graduate Committee: Walter WoolbaughEducators always strive to modify their instructional strategies in the hopes to improve student critical thinking skills and discover better teaching practices. As a teacher, one aspect that I have focused on is the feedback that students are provided on formative assessments. Current research indicates that students benefit from prompt, detailed feedback to improve their learning. For my action research, I investigated the effects of different feedback methods on formative assessments in a high school biology course. The purpose of this study was to identify the relationship between these different formative feedback models and the resulting summative assessment scores. This research also evaluated how these different methods impacted student engagement, student motivation, and efficiency for teachers. During three consecutive units of study, different methods of written feedback were administered to students on formative assessments. During the initial, baseline unit students were provided with simple, teacher-generated evaluative feedback. This include standard grading practices with answers being marked correct and a score. The first treatment method provided students with teacher-generated descriptive feedback. This feedback included comments or questions to elicit students to think and reflect on their answer. During the second treatment unit, students created their own, descriptive feedback. While a formative quiz was reviewed during class, students used a separate color pen to write their specific notes and details to self-assess and advance their learning. The data from summative scores for each unit was then analyzed and compared to identify relative student growth. Student surveys and interviews were conducted to gain additional perspectives on the topic. The results of this study qualitatively supports that students' benefit from detailed feedback to redirect their learning and address misconceptions. These comments can be teacher or student generated. It appears to be best practice employ a variety of feedback methods to increase student engagement in the feedback process. When students create their own feedback, it decreases the amount of time needed to return an assessment and saves the teacher countless hours of grading. This research has led to enriched educational practices and student learning in my classroom.Item The effect of personalized feedback on the ability of students to overcome misconceptions in a project-based science curriculum(Montana State University - Bozeman, College of Letters & Science, 2019) Wolfe, Amanda M.; Chairperson, Graduate Committee: Greg FrancisA large part of a science teacher's role is in both helping students understand concepts, as well as helping students address common science misconceptions through a variety of means. Students in a blended-learning environment independently demonstrate mastery of content through online assessments, while teachers assist students in developing specific academic skills through project-based learning. In a blended-learning environment, a science teacher's role becomes morphed. A teacher in this learning paradigm may not be the first point of contact for new material as students learn at their own pace. Special care must be taken to monitor student misconceptions and plan interventions that support conceptual change. One of the main roles of a project-based teacher is giving feedback to students. The purpose of this research was to assess the effectiveness of the feedback and revision process in helping students identify and overcome misconceptions in their modeling skills in a project-based curriculum. The research included the evaluation of student attitudes and perceptions of feedback through pre-project and post-project surveys. Student concept attainment and the ability to overcome misconceptions was assessed through pre- and post-surveys which focused on content as well as the comparison of draft models of a climate change in a bottle experiment and final draft models after students received feedback from teachers. Further data was gathered through student interviews about feedback and the process of addressing their misconceptions. Results of the experiment indicate that feedback is effective in helping students overcome misconceptions regardless of the type of feedback, either brief or detailed.Item The effect of varied feedback on student performance in a middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) Neurinski, Christopher William; Chairperson, Graduate Committee: Walter WoolbaughThe middle school classroom is one of the first places where students have the opportunity to have more control on their own learning. This study analyzes how students use feedback to improve learning and attitudes in science, as well as how different forms of feedback enhance student learning. Nearly 90 grade 6 students participated in the study where they provided their opinions on which mode of feedback provides the best opportunity for them to improve their knowledge of disciplinary core ideas and demonstration of scientific practices. Results show that varied feedback had a positive impact on student's attitudes towards sixth grade science, most notable positively impacting male students. Student's shows improved learning of disciplinary core ideas and demonstrated improvement in their science skills. Every student had at least one form of feedback they agreed can help them with their learning, but narrative written or typed feedback was the form that most students preferred. The impact on student learning and improvement in scientific skills is discussed.Item Resonating feedback: the impact of feedback cycles on students' sense of belonging in an eighth grade biology classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Maday-Travis, Lewis D.; Chairperson, Graduate Committee: Greg FrancisThis classroom research project addresses the issue of middle school students' sense of belonging in their eighth-grade science classroom. Many students report a shift in relationship to science, technology, engineering, and mathematics in the middle grades. Regular feedback cycles about classroom procedures and assignments were implemented in two sections of my classes and compared to a third section who provided written feedback only. Differences in students' self-reported sense of belonging in my classroom before, during, and after two responsive feedback cycles showed no significant differences over the treatment cycle, but different individual classes of students had significant differences between them in their sense of belonging throughout the treatment. The relationship between students' sense of belonging was compared with vocal participation and relationship to grades and achievement. There was a positive, non-significant relationship between belonging and classroom participation and students' grade point average. Student responses indicate further research on the interactions between peers and teachers and teaching strategies to mitigate peer influence and disciplinary issues is one possible next step towards increasing students' sense of belonging in the science classroom.Item The effects of feedback in biomedical science(Montana State University - Bozeman, College of Letters & Science, 2018) Cleary, Christine C.; Chairperson, Graduate Committee: Greg FrancisThe goal of this research project was to determine if feedback had an effect on students' academic achievement in a principles of biomedical science course. Students participated in two treatment units and two non-treatment units that alternated. During non-treatment units, students were only given academic grades and did not receive peer or teacher feedback on assignments, papers, or projects. During treatment units, students received teacher feedback on papers and projects, had assignments peer edited before submission and there was small group or one on one conferencing with students to clear up misconceptions. The results of this study suggest that feedback increased student achievement in principles of biomedical science and students had a new mindset toward the purpose of feedback in the classroom.Item The effect of formative feedback through science interactive notebooks on student learning in high school biology(Montana State University - Bozeman, College of Letters & Science, 2017) Hawkins, Meghan Kathleen; Chairperson, Graduate Committee: Greg FrancisAlthough my students would benefit from completing practice in the form of classroom work and activities, many of my students do not have either the time or the interest to do so. The students put a focus on earning grades instead of gaining knowledge from assignments and work throughout the year, they never worry about how they can learn more or improve their future work, just how they can get the grades they want on their report card. This project investigated how using formative feedback in the form of student self-reflection and peer-assessment can effect student metacognition and learning. This feedback came in two main forms, self-assessment and peer assessment and was reflected on by the students in their interactive science notebooks allowing students to show the steps they took towards mastery of standards. Data collection for this project not only included reflection in their interactive science notebooks, but the students' attitude towards formative feedback and standards-based grading, as well as data collected on students' cumulative grades both before and after the project. The results indicated that students benefited the most on the graphing assignments when performing self-assessment and peer assessment. Peer and Self-assessments had the littlest effect on the science interactive notebook grades. Peer and self-assessments seemed to be helpful in some areas and to some students but results were non-conclusive as a whole. Same was seen in the science interactive notebooks, some students benefited from having everything in one organized place yet others weren't organized enough to benefit from the notebooks.