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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorBates, David Josephen
dc.description.abstractThis research centered on the effects peer review had on the students of an urban eighth grade physical science classroom. Students were first taught how to use rubrics to assess their own products, and then they used this skill to review products of their peers. Diagram assignments, quizzes, tests, surveys, and interview tools were all used to collect data on how the process affected the students' academic performances and attitudes. Phases of research were set in six-week cycles with the first and third as non-treatment units and the second and fourth as the treatments. Two or three rubric-based diagram assignments, two quizzes, and one test were used every six weeks to collect data. The results indicated there was an improvement in the students' attitudes towards cooperative learning but there was no significant increase in assignment or assessment performances.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshEighth grade (Education)en
dc.subject.lcshPeer teachingen
dc.titleEffects of peer review on student performance and attitude in an urban eighth grade physical science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2013 by David Joseph Batesen
thesis.catalog.ckey2194103en, Graduate Committee: C. John Graves; John Patterson; Kimberli Naegele.en of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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