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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorThrasher, Brandy L.en
dc.date.accessioned2013-06-25T18:40:50Z
dc.date.available2013-06-25T18:40:50Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2423en
dc.description.abstractThe investigation involved implementing various self-assessment practices and evaluated the impacts on student achievement, self-confidence and mastery of science concepts. The study included 30 eighth grade students with academic abilities ranging from below to above grade level. This research was conducted at Washington Middle School in Missoula, Montana. The treatment was implemented over the course of four physical science units spanning from November through February. Student achievement was assessed by analyzing class participation, unit test scores and Assignment and Effort Tracking Sheets. Student attitudes were evaluated through the pre and post-treatment data from the Student Attitude Inventory and Course-Related Self-Confidence Survey.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshSelf-evaluation.en
dc.subject.lcshMetacognition.en
dc.titleThe effects of student self assessment in scienceen
dc.typeProfessional Paperen
dc.rights.holderCopyright Brandy L Thrasher 2012en
thesis.catalog.ckey1978319en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Beth Covitt; LeAnne Yennyen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage38en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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