Formative assessment effect on freshmen honors science students
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Date
2018
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Publisher
Montana State University - Bozeman, College of Letters & Science
Abstract
High achieving high school freshmen are self-reliant to a fault. They do not communicate very well with their teachers. Methods of evaluation designed to open up lines of communication between the student and teacher were used during this research. These methods were different from standard high stakes exams or finals. This action research project studied the effects of formative assessments on the communication between student and teacher, student positivity, and student collaboration. Data collected indicated that communication levels between student and teacher were more open and at a higher level than previously observed. This led to higher achievement by the student because of a more relaxed and motivated class room environment. The students' collaboration skills were elevated via communication and positivity but the acceptance for continued collaboration waned in some students.