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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorWallace, Ryan Jamesen
dc.date.accessioned2019-01-25T23:38:28Z
dc.date.available2019-01-25T23:38:28Z
dc.date.issued2018en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/14816en
dc.description.abstractThe purpose of this research project was to investigate the impact of formative assessments on student engagement, motivation, self-efficacy and overall learning in a chemistry classroom. A variety of surveys, questionnaires and exit slips were used to measure student feelings and attitudes about formative assessments throughout the treatment period. The overall result of the research project demonstrated that students increased their overall level of engagement, self-efficacy and learning of chemistry concepts through the use of varied formative assessments and continuous feedback.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshChemistryen
dc.subject.lcshHigh school studentsen
dc.subject.lcshEducational evaluationen
dc.subject.lcshMotivation in educationen
dc.subject.lcshSelf-efficacyen
dc.titleInvestigating the impact of formative assessments on student engagement in a secondary science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2018 by Ryan James Wallaceen
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Candace Goodman.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage85en
mus.data.thumbpage83en


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