The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum

dc.contributor.advisorChairperson, Graduate Committee: Peggy Tayloren
dc.contributor.authorNoblejas, Jeffrey J.en
dc.description.abstractThis 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.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2014 by Jeffrey J. Noblejasen
dc.subject.lcshBlended learningen
dc.subject.lcshStudents--Rating ofen
dc.subject.lcshHigh school studentsen
dc.subject.lcshFlipped classroomsen
dc.titleThe effectiveness of conceptual and quantitative formative assessments in the high school physics curriculumen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2715324en, Graduate Committee: Walter Woolbaugh; Greg Francisen of Science in Science Education.en Paperen


Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
565.26 KB
Adobe Portable Document Format
Copyright (c) 2002-2022, LYRASIS. All rights reserved.