Theses and Dissertations at Montana State University (MSU)
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Item The effects of two-column notes on science assessment scores(Montana State University - Bozeman, Graduate School, 2016) Call, Ryan Joseph; Chairperson, Graduate Committee: Peggy Taylor.This project examined the effects of two-column, teacher-guided notes on student assessment scores. It also measured the value that students placed on notes and if that value changed as study time and assessment results increased. The fundamental idea was that using notes as an organized study tool would improve both test scores and the value placed on notes. Two high school science classes were used to conduct this study. All procedures and routines were kept similar between the two classes with the exception of one class using the two-column, teacher-guided note style. Students were led through four units of instruction and given quizzes, and pre and post unit tests. All assessments were in direct correlation with the material covered in the notes regardless of the note style used for each class. After each quiz and unit test students were asked to take surveys to share their opinions on the helpfulness of the notes. The surveys also measured the amount of study time each student used to prepare for assessments. Calculating the improvement on assessments for each student showed that there was not a strong correlation between the two-column note style and unit assessment scores. Quiz scores throughout the four units were eight percent higher for the Implementation Class and showed that the two-column notes helped keep students current on the unit content. A final survey determined that student motivation and lower semester goals had a significant impact on student performance and preparation for assessments.Item Determination and validation of the 'What's my school mindset?' instrument factor structure(Montana State University - Bozeman, College of Education, Health & Human Development, 2015) Hanson, Janet Lee; Chairperson, Graduate Committee: William Ruff; Arthur W. Bangert (co-chair)This study used exploratory and confirmatory factor analyses to explore the factor structure of the What's My School Mindset? (WMSM) scale (Mindset Works, 2008- 2012c). Blackwell (2012) asserted that the concept of a growth school mindset culture was operationalized in the WMSM scale using five key features. However, the reliability and validity of this instrument had not been fully explored (S. Rodriguez, personal communication, March 31, 2015). This was the first empirical study that attempted to validate the underlying constructs the WMSM scale is purported to assess by Mindset Works, Inc (Blackwell, 2015). No research was found that had explored the factor structure of the WMSM scale. Without empirical research supporting the factor structure of this instrument its use in interpreting the measurement of school culture may be confounded (Hopko, 2003; Netemeyer, Bearden & Sharma, 2003). Results of the Exploratory Factor Analysis revealed a four-factor structure. In addition, a Confirmatory Factor Analysis (CFA) was conducted to further verify the fit of the four-factor model. The four-factor model produced a root mean square error approximation (RMSEA) of .063. The 90% confidence interval (.049 - .076) surrounding the RMSEA result indicates that the proposed four-factor model identified by the EFA was a 'fair' fit to the estimated population model (Browne & Cudek, 1993; MacCallum, Browne & Sugawara, 1996). The accuracy of this fit to the population model was strengthened by a CFI of .96 and a NNFI of .95 (Kim, 2005). The results of this study added to the body of mindset research and are useful for school leaders and researchers who seek to use the WMSM scale to measure growth mindset within a school's culture (e.g. Hoy, Tarter & Kottkamp, 1991; Kearney, 2007; Murphy & Dweck, 2010; Farrington, Roderick, Allensworth, Nagaoka, Seneca-Keyes, Johnson & Beechum, 2012; Delaney, Dweck, Murphy, Chatman & Kray, 2015; Walton, 2014).Item Reasons for increased suspensions and probations in the department of business education and office systems(Montana State University - Bozeman, College of Business, 1986) Sulgrove, John Lyall; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to investigate possible reasons for increased student suspensions from the Department of Business Education and Office Systems in the College of Business at Montana State University. The sources of data for this study were obtained from student records on file at the College of Business, Montana State University. Additional student record data and information was obtained from the Montana State University Office of Admissions and from Montana State University Testing Services. When all information had been gathered, the findings were compiled and analyzed. The results were then set up in tables for clarity. A written description and an analysis of the data supplement the tables. The conclusions were (1) the Department of Business Education and Office System's main concern over suspensions should be with the Administrative Assistant Program as evidenced by the large-majority (67 percent), of suspended students in that program, (2) below average stanine scores (less than 4) should immediately be an indicator that a student may have problems, (3) the university calculated high school grade point average for the students and the student's rank in high school class are strong indicators of future performance, (4) of the total number of suspended students, over half, 51 percent, were on probation from 2 to 3 quarters, (5) students enrolled in the Department, knowing they must meet minimum requirements in a pre-requisite type program as freshmen and sophomores in order to advance into the main program as juniors and seniors, will be less likely to encounter academic problems, and (6) the accounting course, BUAC 224, Principles of Accounting, remains the single largest stumbling block for students enrolled in the Department of Business Education and Office Systems. Some of the recommendations were (1) review any unique environmental and institutional factors so as to enhance capabilities for retaining students who may encounter academic problems, (2) prediction profiles should be developed and tested for freshmen as soon as a working profile is completed, and (3) since an overwhelming majority of the suspended students were enrolled in the Administrative Assistant program, a preparation program unique to students enrolled in this area should be instituted.Item Justification of the computerized key punch verification system(Montana State University - Bozeman, College of School of Business, 1975) Barney, Patricia Hayes; Chairperson, Graduate Committee: Daniel G. HertzThe purpose of evaluation was primarily the grading and classifying of students. The main objective of evaluation was to improve learning. The following characteristics should encompass evaluation: 1. A method of acquiring and processing the evidence needed to improve the students' learning and the teaching. 2. An aid in classifying the significant goals and objectives of education and as a process for determining the extent to which students are developing in these desired ways. 3. A system of quality control in which it may be determined at each step in the teaching-learning process whether the process is effective or not, and if not what changes must be made to insure its effectiveness before it is too late. (Bloom,197l:7) Keeping the latter in mind, it should be remembered at this point that there were no limits to the ways and means of proper evaluation and that improved methods of evaluation were always encouraged in education. One such method lay within the capabilities and potential of a modern digital computer. This study intended to accomplish a quicker and more objective means of evaluation for the student. A student's daily work upon completion was verified and returned for analysis by the next class meeting. The score acquired was internally (stored on disk) recorded and retained for future evaluation.Item The value of pupil self-evaluation in relation to achievement(Montana State University - Bozeman, 1962) Bryan, Charles E.Item Areas considered and methods of measurement and evaluation of student achievement in woodworking used by Montana industrial arts teachers(Montana State University - Bozeman, 1964) Badt, Junior HenryThe purpose of this investigation was to determine the areas considered and methods used by Montana industrial arts teachers to measure and evaluate skills and related information in woodworking. A review of literature was made to obtain information concerning methods of measurement and evaluation in industrial arts and to determine what authorities in industrial arts have thought necessary to measure. A questionnaire was developed and utilized to determine what and how Montana industrial arts teachers measure and evaluate students. The investigation was limited to the areas considered and methods of measurement and evaluation used by Montana industrial arts teachers in woodworking. It was general agreed upon by authorities in the field of industrial arts that the objectives of the industrial arts program should be the basis for a program of measurement and evaluation. Measurement and evaluation should take in all learning experiences. Several methods of evaluation should be used and many factors should be considered in a marking system. The teachers returning the questionnaire were in agreement as to the areas which should be considered in an industrial arts program. These areas were knowledge of hand and power tools, general safety, use of hand tools, use of machines, and related information. There was wide agreement as far as qualities to be considered in evaluation of students. There was a wide range as to what part each item in project evaluation should be considered. There was general agreement by industrial arts teachers that the project should be considered part of the final grade. Disagreement among teachers as to systems used in determining final grades were also evident. It is recommended that industrial arts teachers keep in mind the objectives of their course in determining what and how they will measure and evaluate students. It is also recommended that they determine qualities to consider in student evaluation. It is finally recommended that the teacher arts woodworking agree as to the importance of a project in a final grade and the weight each part of the project construction should be given in the final grade.Item Administrators' and teachers' perceptions of the formative assessment process used to evaluate students' level of proficiency and ongoing instruction in reading(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Miller, Natalie Boren; Chairperson, Graduate Committee: Arthur W. BangertAdministrators commonly lead the implementation of one universal reading screening assessment three times per year to formatively compare student progress. Frequently, this same screening tool is facilitated by principals and implemented by teachers one time per month to monitor students' progress. With the increased attention on testing, educators report that they are fearful they are not using all of the data wisely that they are collecting (Peverini, 2009). Furthermore, it is not enough to know whether students are performing proficiently or below grade level standard; it is important to diagnose the type of learning difficulty that is standing in the way of mastery so that teachers can appropriately plan ongoing instruction (Chappuis, 2014). The motivation for this study is the notion that principals who lead in transformational and collaborative ways that focus on high-impact instructional methods experience grade level proficiency that is three to four times greater than when limiting instructional leadership to that of promoting only a focus on the implementation of the school's mission and vision (Buffum et al., 2012; Robinson, Lloyd, & Rowe, 2008). The purpose of this quantitative and qualitative multimethods study was to identify administrators' and teachers' perceptions of the overall formative assessment process in reading and to determine their perceptions of effective formative assessment practices commonly used to indicate students' level of proficiency with reading standards and to plan ongoing instruction. Overall, teachers and administrators shared similar perceptions of the formative assessment process and its use. Teachers and administrators agreed that classwork and observations are essential for identifying a student's zone of proximal development, essential for planning ongoing instruction, and effective evidence of student progress toward standard mastery. Moreover, during reading instruction, teachers and administrators indicated that encouraging and corrective feedback should be provided for students against clear learning goals. To lead the formative assessment process in reading effectively, it is critical for administrators to be high-impact transformational and instructional leaders.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 The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum(Montana State University - Bozeman, Graduate School, 2014) Noblejas, Jeffrey J.; Chairperson, Graduate Committee: Peggy TaylorThis study attempted to determine the effects of formative assessments in a flipped curriculum physics classroom. It looked at the effects on student achievement, student attitude towards learning, and the way curriculum is taught. It also attempted to determine whether the type of formative assessment, conceptual or quantitative, makes a difference in the outcome. The data showed that overall performance on the formative assessments doesn't correlate well with summative assessment performance. However, there is a possible correlation between the type of formative assessment given and performance on corresponding questions on exams. Overall, students had a positive perception of formative assessments as a tool for learning. Formatives assessment were also shown to be an effective means to adjust curriculum during and after instruction.