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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorBrody, Stewart Prestonen
dc.date.accessioned2019-01-24T14:36:40Z
dc.date.available2019-01-24T14:36:40Z
dc.date.issued2018en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/14712en
dc.description.abstractHigh 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.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshPhysical sciencesen
dc.subject.lcshHigh school studentsen
dc.subject.lcshTeacher-student relationshipsen
dc.subject.lcshCommunicationen
dc.subject.lcshStudents--Attitudesen
dc.subject.lcshEducational evaluationen
dc.titleFormative assessment effect on freshmen honors science studentsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2018 by Stewart Preston Brodyen
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Chris Bahn.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage59en
mus.data.thumbpage54en


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