Theses and Dissertations at Montana State University (MSU)
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/732
Browse
12 results
Search Results
Item The impact of testing format and reflection on student perceptions of science(Montana State University - Bozeman, College of Letters & Science, 2018) Van Valkenburg, Elise Michelle; Chairperson, Graduate Committee: Greg FrancisPart of education is assessment of student content knowledge. For years, this has been conducted using a standard set of question types organized by type which makes data analysis and interpretation cumbersome. The purpose of this study was to investigate whether question organization of summative assessments would impact student performance and perception of performance. Additionally, does teacher led item analysis of assessment results impact student perception of their science content knowledge. Students were assessed at the end of the first two units of the year, ecology and cells, with questions ordered by type and topic respectively. Following each test, students completed feedback and Likert surveys along with teacher-led item analysis. The results indicated that student perceptions improved with item analysis, however performance and perception of performance were independent of the organization of test questions. This action research showed that teacher-led item analysis can provide valuable insights for students and that the organization of test questions does not impact performance, but it does provide insights to both the educator and the student.Item Investigating the impact of formative assessments on student engagement in a secondary science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Wallace, Ryan James; Chairperson, Graduate Committee: Greg FrancisThe purpose of this research project was to investigate the impact of formative assessments on student engagement, motivation, self-efficacy and overall learning in a chemistry classroom. A variety of surveys, questionnaires and exit slips were used to measure student feelings and attitudes about formative assessments throughout the treatment period. The overall result of the research project demonstrated that students increased their overall level of engagement, self-efficacy and learning of chemistry concepts through the use of varied formative assessments and continuous feedback.Item Formative assessment effect on freshmen honors science students(Montana State University - Bozeman, College of Letters & Science, 2018) Brody, Stewart Preston; Chairperson, Graduate Committee: Greg FrancisHigh achieving high school freshmen are self-reliant to a fault. They do not communicate very well with their teachers. Methods of evaluation designed to open up lines of communication between the student and teacher were used during this research. These methods were different from standard high stakes exams or finals. This action research project studied the effects of formative assessments on the communication between student and teacher, student positivity, and student collaboration. Data collected indicated that communication levels between student and teacher were more open and at a higher level than previously observed. This led to higher achievement by the student because of a more relaxed and motivated class room environment. The students' collaboration skills were elevated via communication and positivity but the acceptance for continued collaboration waned in some students.Item Laboratory skills performance assessments in chemistry(Montana State University - Bozeman, College of Letters & Science, 2018) Buchan, Tyler James; Chairperson, Graduate Committee: Greg FrancisThe use of performance assessments in the chemistry laboratory present unique opportunities for formative assessment. When used in conjunction with student self-assessment checklists performance assessments can also promote metacognitive activity. In this study students were given explicit instruction in basic lab skills and then completed individual performance assessments where they demonstrated their ability. The lab skills assessed were measuring mass using an electronic balance, measuring volume using a graduated cylinder, lighting a Bunsen burner, measuring volume using a pipet, and completing one trial of a titration. Pre- and post-treatment tests, surveys, self-assessments, skill assessment rubrics, formative quizzes, a summative unit exam, and interviews were used as data collection instruments. Data were processed using both quantitative and qualitative methods. The results indicated a positive change in students' attitudes toward chemistry and the laboratory. Also, the results showed that students made gains in their ability to perform laboratory skills. Finally, students made progress academically as a result of the treatment.Item Incorporating literature into the science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Browning, Linzy Sue; Chairperson, Graduate Committee: Greg FrancisIntegration of subjects is a major goal within the classical education model, with teachers and parent educators seeking to present the various areas of study as interrelated strands, rather than stand-alone subjects. This project sought to integrate age-appropriate literature into an elementary homeschool co-op class's science course work to determine if doing so had an effect on student performance and student attitudes. It also assessed parental attitudes, in particular the extent to which the treatment modeled to them assisted them in integrating literature and history into their science instruction and how they felt about that. During the comparison and treatment periods, students were engaged in an 8-week human body unit, which included memorizing the major parts of each body system, experimenting with a variety of phenomena related to the function of the various systems, and making a life-sized paper model of the entire body with all of the major organs. During the 4-week comparison period, students were introduced to the week's body system and organs, with discussion about what functions the system and organs carry out. This was followed by a lab activity in which students explored a phenomenon related to the function of the system introduced that day. During the treatment period, classroom instruction was modified to incorporate 10-15 minutes of interaction with literature related to the body system and organs being studied, and students received literature to interact with during the week. Weekly quizzes showed an insignificant rise in scores with the treatment. However, student surveys and student and parent interviews indicated a decidedly positive shift in attitude toward the content with the incorporation of literature into the lessons.Item The effects of using Kahoot! as a formative assessment in the middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Charbonneau, Alison K.; Chairperson, Graduate Committee: Walter WoolbaughFormative assessment is classroom assessment that occurs before the summative assessment and is used by students to determine their progress towards the learning target, and by the teacher to inform instruction. Black and Wiliam's paper, 'Inside the Black Box', provides compelling evidence that formative assessment, properly implemented, is a powerful tool to improve student learning. Research also shows that high-quality formative assessment in the classroom is rare. In search of such assessments this study focused on the impact of using the digital-learning game Kahoot!, in middle-school science classes. According to Kahoots! CEO, more than 50% of all US k-12 students use Kahoot! monthly, and it is growing at a rate of 75% a year, with over 1.6 billion users overall (Kahoot.com, 2018). By comparing 120 students' engagement with three different modes of Kahoot! -- team, competitive, and no-score -- to traditional classroom discussion, this study measured the impact of Kahoot! as a formative assessment in a middle school science classroom. Student performance was measured with unit tests, and student engagement and preference were measured with Likert surveys, classroom observations, and student interviews. The results were analyzed to determine the impact of Kahoot! on students of different genders and academic abilities. The results indicate that Kahoot! did not have a significant impact on students' performance as a whole, but public competition did have a statistically significant impact on their preference for the different modes of Kahoot!. After six months, most students remained engaged by Kahoot! and they felt it helped them learn.Item Measuring the effectiveness of projects and student learning ownership through differentiated assessments in science(Montana State University - Bozeman, Graduate School, 2014) Lilley, Scott Arthur; Chairperson, Graduate Committee: Peggy Taylor.The purpose of this study was to measure the effect of choice in assessment style in the science classroom, and to measure the reliability of projects as assessment instruments relative to teacher-generated tests. I also planned to measure student attitudes towards having choice in the style of their assessment, and to see if student ownership of learning increased with the use of formative assessments while completing the project. The intervention took place over a four week period in March and April of 2014, and it involved 23 ninth grade biology students at New Canaan Country School, a small independent day school in New Canaan, CT. During the intervention, students first completed a unit on DNA structure and replication. One group was assessed with a test, and the other group was assessed on a project in the format of their choosing. A crossover study model was used here, so that at the end of the second unit on protein synthesis, each group had completed both a test and a project. Data collection involved both quantitative and qualitative measures: a comparison of those tests and project results, student attitude surveys, teacher observations, and a student questionnaire. Results suggest that projects are a reliable assessment instrument; they were largely preferred by students, and students were more involved in the process of their own learning, demonstrated by reported time spent on task and effectiveness of formative assessment pieces.Item Challenges of utilizing tablet computers for instruction in the middle level science classroom(Montana State University - Bozeman, Graduate School, 2014) Poser, Michael James; Chairperson, Graduate Committee: Peggy Taylor.Tablet computers have the potential to reshape technology use in education. This project examined the impact of using tablet computers for middle level instruction at Hobson Public Schools in Hobson, Montana. Students were provided the tablets at the beginning of the year and data was collected from the administrator, teaching staff and students on the changes in teacher preparation, student/teacher interaction, and district policy needed to make the tablet use successful. It was found that teacher preparation time increased and that teachers needed more professional development. District policies were driven by concerns over technology misuse and led to restricted access to the tablets. Consequently, student/teacher interactions did not change significantly. Ultimately, the staff and students valued the tablet technology and there will be a re-evaluation of district policy and professional development practices to better suit the needs of the district.Item Assessing assessment : the impact of formative assessment training on science teacher classroom methods(Montana State University - Bozeman, Graduate School, 2012) Underwood, Molly Russell; Chairperson, Graduate Committee: Peggy Taylor.Formative assessment is a different way to evaluate student needs and is unique from traditional summative assessment in both implementation and outcome. In short, formative assessment takes place during the process of learning rather than simply judging how much knowledge was gained after the process is over. While previous studies have generated promising data supporting formative assessment, adoption of the technique by classroom teachers can suffer from a lack of training and support. To understand the role of university training in formative assessment, a cohort of teachers enrolled as graduate students participated in pre and post-treatment surveys and interviews. In this case, "treatment" was EDCI 504 Evaluation and Measurement in Education. The cohort represented the experience and attitude of participants enrolled in the course, after the completion of the course and retrospectively, one to three years later. The data showed that the course directly influences the participant's teaching practices and frequency of formative assessment use in the classroom. The gradual increase in use up through a retrospective group demonstrated that formal university training in these methods can give rise to new evaluative practices.Item The effects of using rubric-based formative assessments with feedback to close the loop of understanding on students' understanding of high school chemistry concepts(Montana State University - Bozeman, Graduate School, 2011) Pierre, Paul R.; Chairperson, Graduate Committee: Peggy Taylor.Over the past years teaching chemistry, I have noticed there are some topics which constantly pose a challenge to students. From my own observation and interaction with my students, I have always thought that my students understand the concepts I am teaching. However, when it comes to taking tests and doing assessments in these areas students do not seem to demonstrate the knowledge and understanding required. Through my readings, I have noticed the use of rubrics as an important assessment technique, which can help students perform well on a given task. As a result, I have decided to investigate what will be the effect of using rubric-based formative assessment on students understanding and motivation to learn chemistry. I chose my 10th grade chemistry class as the focus on my project. Baseline comparison data were collected during a nontreatment unit on atomic structure through the use of pre, post and delayed concept map, interviews, surveys, and traditional assessments test. I then implemented two treatment units that utilized rubric-based assessment. The first treatment unit focused on ionic bonding and compounds and the second focused on covalent bonding and compounds. These two treatment units incorporated the use of pre, post, and delayed concept maps, interviews, survey, projects, labs, unit test and self-reflections journal. After I analyzed pre and postunit concept maps, interviews and surveys, I determined that the implementation of rubric-based assessment did not have any significant improvement on students understanding. The data from the post and delayed assessment concept maps, interviews, surveys and unit test indicated that students' long-term memory increased. Students' responses on the student survey, and my reflective journal entries indicated that students were responding very positive to the different types of assessments being utilized with the incorporation of rubrics and that their long-term memory, attitude, motivation were increased. As a result, my attitude and motivation towards teaching chemistry also increased.