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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorGreen, Christopher Georgeen
dc.date.accessioned2013-06-25T18:37:10Z
dc.date.available2013-06-25T18:37:10Z
dc.date.issued2011en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1382en
dc.description.abstractThe 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.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshEducational evaluationen
dc.subject.lcshEducation, Secondaryen
dc.titleThe effects of formative assessments on performance and attitudes of ninth-grade science studentsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2011 by Christopher George Greenen
thesis.catalog.ckey1727488en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage67en
mus.relation.departmentMaster of Science in Science Education.en_US


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