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 Investigating the efficacy of a collaborative evaluation model using visual research methods and concept mapping strategies to evaluate a professional learning program for teachers building competency in media literacy(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Vradenburg, Nicole Angeline; Chairperson, Graduate Committee: Sarah PenningtonThe purpose of this study was to investigate the efficacy of collaborative evaluation as a method for understanding and describing how a collaborative professional learning program for educators will improve their self-reported skills in media literacy while engendering them to deliberately employ media literacy practices in their lesson plans. The model investigated for this study had six phases and employed the use of surveys, collaborative discussion, and the creation of visual artifacts to gather descriptive data to answer research questions. This participatory approach to evaluation gave participating teachers the opportunity to evaluate the data alongside the researcher. The role of the researcher as the program evaluator and facilitator leveraged the collegiality and strong relationships developed over time to gather detailed data about the professional learning program and the self-reported growth in media literacy competency of the teachers. Facilitators of professional learning for teachers can employ a collaborative evaluation model to gather testimony form participants describing their experiences that will inform the design of future programs for teachers. Findings suggest that including teachers in the evaluation of the programs in which they participate is an effective evaluation strategy that increases the chances that the data collected will inform the future professional learning programs for teachers. This model is recommended for programs that are meant to support teachers in building their competency in a specific content area, such as media literacy, over time through collaboration with peers.Item Instructional feedback and learning: understanding the perspective of pre-service teachers for personal learning and future teaching(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Dallman, Dallas Ann; Chairperson, Graduate Committee: Jayne DowneyInstructional feedback has been demonstrated to be a critical element in student learning and achievement. While important for learning, instructional feedback is challenging to provide and challenging to receive. Research suggests that instructional feedback is often underutilized, particularly in post-secondary education. Pre-service teachers are in a unique position of being both receivers and providers of instructional feedback concurrently. There is a lack of research examining the perspectives of this group as it relates to the receipt and application of instructional feedback as well as their intentions regarding the use of instructional feedback in their future practice. This case study explores the perspectives of elementary pre-service teachers in the advanced stages of their teacher education program. A three-part interview protocol included a constructed scenario, a guided recall, and direct questioning about beliefs and values. The protocol was used to identify the ways in which pre-service teachers experience instructional feedback, understand instructional feedback, intend to use instructional feedback in their own practice and pre-service teachers perceived level of preparedness to do so. The results demonstrated that this group of pre-service elementary teachers values instructional feedback as a tool for learning, are hungry to receive effective instructional feedback from experts in the field, and would like more practice and preparation to be able to provide effective instructional feedback to their K-8 students. While this case study is a spotlight on a specific group of pre-service teachers in one specific teacher education program, the findings suggest that pre-service teachers as a group may also be unique in their understandings and appreciation for instructional feedback.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.