Measuring the effectiveness of projects and student learning ownership through differentiated assessments in science

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorLilley, Scott Arthuren
dc.description.abstractThe 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.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2014 by Scott Arthur Lilleyen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshProject method in teachingen
dc.subject.lcshEducational evaluationen
dc.subject.lcshHigh school studentsen
dc.titleMeasuring the effectiveness of projects and student learning ownership through differentiated assessments in scienceen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2719077en, Graduate Committee: Eric Brunsell; John Winnie Jr.en of Science in Science Education.en Paperen


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