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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorNelson, Dylan Jamesen
dc.description.abstractSelf-assessment has had much research done in the past, but has not been tested for its effectiveness in the classroom by the author. This study details the effectiveness of self-assessment on student achievement in an engineering classroom. Two middle school Pre-Engineering Technology (P.E.T) classes from a Title I school participated in the study with each class being split up into a treatment group and comparison group. All students were given pre-content, unit content, and post-content assessments with the treatment group self-assessing during each unit content assessment. All students participated in Likert Scale Surveys and students were picked at random to participate in interviews. After analysis of data, student self-assessment was found to positively affect student achievement and student confidence, in many cases, when defining engineering problems. The analysis of student self-assessment also proved to be beneficial to the author's teaching practices.en
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshAcademic achievementen
dc.subject.lcshLow-income studentsen
dc.titleEffects of student self-assessment in an engineering classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2021 by Dylan James Nelsonen, Graduate Committee: Walter Woolbaugh; Adam Dean; Jessica Andersonen of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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