Theses and Dissertations at Montana State University (MSU)

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The effects of ungraded homework on student learning and homework completion rates in a high school biology classroom
(Montana State University - Bozeman, College of Letters & Science, 2023) Mello, Amanda Louise; Chairperson, Graduate Committee: C. John Graves
In two high school Biology classes, a modified homework grading practice was implemented by removing the grade or credit from assigned homework. Homework provides students with opportunities to learn outside of the classroom and deepen their understanding of a subject. Homework doesn't account for the diversity of student life circumstances, rewards compliance, and does not necessarily measure what a student knows. This could be creating an unequal educational environment for student learning opportunities and evaluation of their learning. The purpose of this study was to determine how removing the grade from assigned homework affected student learning and homework completion rates. The study was implemented for 15 weeks and included four units of study. Prior to the study period, students were given an anonymous pre-treatment questionnaire. Throughout the study period, students completed daily formative assessments, daily homework questionnaires, summative assessments, and summative assessment questionnaires. Student focus group interviews and questionnaires were administered at the conclusion of the study period to obtain student opinions regarding their experience with ungraded homework. While the rate of homework completion decreased during the treatment units, there was not an overall significant difference between unit test scores during the units with graded and ungraded homework. There was a weak positive correlation between homework completion rates and student unit test scores. Homework is one of many tools that can support student learning. This study finds that when homework provides an opportunity to review and practice concepts already introduced in class, credit for homework may not be warranted. The data suggests that students who complete ungraded homework do so with more fidelity. Students can still achieve content mastery with homework that does not count toward or against their grade. However, homework completion was also shown to improve student learning. Awarding points incentivized homework completion.
Effects of term length on academic success in a science classroom
(Montana State University - Bozeman, College of Letters & Science, 2021) Anderson, Gregory Michael; Chairperson, Graduate Committee: Greg Francis
The purpose of this action research was to determine if term length had an association with student success in an alternative high school. Alternative high schools traditionally have smaller class sizes and a diverse population of students. The procedure was to examine if a shorter term (octer four week grading period v quarter nine week grading period) had an effect on students' academic success with passing rates in a science classroom. The procedure included examination of not only passing rates, but also student self-efficacy using a Likert scale and student interviews within the science classroom. Evaluation of the same procedure was examined with other core subjects of language arts, math and social studies. This was done to determine if term length also had an effect on all core subject areas and could result in an overall effect on academic success.
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 Francis
This 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.
The effects of homework grades on the outcome of student assessment scores in high school physical science
(Montana State University - Bozeman, College of Letters & Science, 2020) Bondy, Kaitlyn Elizabeth; Chairperson, Graduate Committee: Greg Francis
Science education faces many challenges in engaging students based on many internal and external factors: academic ability, grit, and social-economical. Students want instant feedback; they want the fastest way to learn the material, and some do not find value in education. This study investigated the impact of grading homework and classwork and its effect on the overall understanding of the material. This study also investigated the impact of graded homework on the students' attitudes on science, work, and grit the student might have. Through multiple forms of formative and summative assessments, surveys, and interviews, students found that they learned and retained the most information using paper and pencil, and when work was graded for credit. Results showed that students need both an internal and external reward to want to learn. This action research project demonstrated that grading students' homework and classwork with positive feedback resulted in the highest scores on assessments causing a positive attitude in physical science.
The effects of metacognition and standards-based grading on student achievement and perception in high school chemistry
(Montana State University - Bozeman, College of Letters & Science, 2019) Wunderlich, Katrina M.; Chairperson, Graduate Committee: Greg Francis
In this study, students in a first-year high school chemistry class were introduced to assignments designed to increase metacognition. Students were also assessed using standards-based grades rather than a traditional system to better align course content to enhance metacognitive abilities. Student pre- and post-surveys, teacher and student reflections, and student interviews were used to analyze treatment. Results suggest that the majority of students experienced increased understanding of expectations, greater control over grades, and a stronger focus on learning.
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 Francis
The 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.
Standards-based grading a high school physics classroom
(Montana State University - Bozeman, College of Letters & Science, 2017) Tietyen, Erik Dane; Chairperson, Graduate Committee: Greg Francis
The 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.
The effects of standards-based grading in the middle school science classroom
(Montana State University - Bozeman, Graduate School, 2016) Shearer, Anna Christine; Chairperson, Graduate Committee: Peggy Taylor.
In the beginning years of my teaching career, not much thought was put into a grading system. It was assumed that a grade was given as a point value that was assigned to a task and the accumulated points over a grading period determined a student's grade. A conversation about standards-based grading introduced new ideas about grading to me that seemed to solve the problems of subjective, point value grades given to students. This project implemented a standards-based grading (SBG) system into a seventh grade middle school science classroom for the period of 5 months. The goal of the project was to determine the effects of SBG on student comprehension, motivation, and attitude towards grading. Curriculum standards were broken down into defined learning goals. Each learning goal had a 4-point proficiency rubric and many opportunities for students to prove their learning mastery. Students were encouraged to reassess as many times as they wish to encourage learning, rather than working towards a grade. Data were collected through pre and post-treatment surveys, student interviews, teacher observations, learning goal mastery, and pre and post-treatment science content tests. The results showed that the implementation of SBG had no statistically significant changes on comprehension, motivation, and attitude towards grading. However, the majority of students preferred using SBG rubrics as a form of grading in the science classroom. Many of the foundation ideas of SBG, such as rubrics, sharing learning goals, and aligning assessments with instruction, will be continued to be used in my classroom for years to come.
A survey of the disparity in grading patterns of Typing I teachers in the secondary schools of Montana
(Montana State University - Bozeman, College of School of Business, 1976) Carter, Harvey Earl; Chairperson, Graduate Committee: Floyd Frost
A series of common Typing I errors was developed and a list of Typing I teachers' evaluative responses to these errors was compiled. It was anticipated that this list would provide a reference that could be used to illustrate the disparity in grading patterns utilized by Typing I teachers. A questionnaire consisting of 15 questions was designed and sent to 40 secondary schools offering Typing I in the state of Montana. The results of this survey were consolidated and illustrate the fact that there are variations in the evaluation of almost every phase of Typing I assignments in the secondary schools of the state. The results further indicate that there are few guidelines available to assist teachers in this evaluation process and that teachers must rely upon their own experiences and beliefs for the grading process, which causes the differences in grading patterns.
Future directions in grading
(Montana State University - Bozeman, 1970) Dolente, Marie Elizabeth

Theses and Dissertations at Montana State University (MSU)

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