The effects of formative assessments on performance and attitudes of ninth-grade science students
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Date
2011
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Montana State University - Bozeman, Graduate School
Abstract
The importance of formative assessments has been in the forefront of current pedagogy. In this study, ninth-grade urban science classes were taught using clear "I can" statements, given meaningful feedback on their assignments, and provided with multiple attempts to successfully reach the learning goals. While the overall performance of students showed marginal improvement, the data indicates that their attitudes towards science and learning seemed to become more positive.