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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorTheroux, Brian Josephen
dc.date.accessioned2020-05-05T14:01:29Z
dc.date.available2020-05-05T14:01:29Z
dc.date.issued2019en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/15702en
dc.description.abstractThe desire for metrics of student ability remains high even as emphasis changes from high-stakes, high-stress standardized assessments of content and memorization to procedural awareness and communication skills. This study investigated the effectiveness of writing portfolios in place of traditional exams. Classroom research checked for consistency between students of different incoming knowledge and ability levels, and for effects on student motivation and course engagement. Students' expression of core concept knowledge was assessed through writing portfolios in treatment groups and with short answer tests in comparison groups. Data collected from test scores, portfolios, surveys and teacher-student dialogues was triangulated using qualitative and quantitative analysis. Results suggested students' expression of core content knowledge and basic subject knowledge were equitable or improved, with notable alleviation of test grievances.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshBiologyen
dc.subject.lcshHigh school studentsen
dc.subject.lcshWritingen
dc.subject.lcshExaminationsen
dc.subject.lcshConcept learningen
dc.subject.lcshCommunicationen
dc.titleThe use of writing portfolios in place of traditional exams in high school biologyen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2019 by Brian Joseph Therouxen
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Suzanna Soileau.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage67en
mus.data.thumbpage20en


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