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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorFeldkamp, Laura Marieen
dc.date.accessioned2013-10-21T20:20:53Z
dc.date.available2013-10-21T20:20:53Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2781en
dc.description.abstractSelf-assessment is an important skill students need to develop to be effective learners. Students were given lists of "I can" statements about the standards for two units in a high school chemistry class. They rated how well they were meeting these standards throughout the units based on their performance on assignments and practice quizzes. They were encouraged to use these ratings to identify topics they needed to study before taking the written summative assessment. The data collection tools for this study were unit reflections and unit surveys completed by the students, the students' summative assessments and a journal kept by the teacher. While more than half of the students found the "I can" statements helpful, using self-assessment had little impact on students' summative assessment scores.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshChemistryen
dc.subject.lcshMetacognitionen
dc.subject.lcshStudents--Self-rating ofen
dc.subject.lcshHigh school studentsen
dc.titleEffects of self-assessment on student learning in high school chemistryen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2013 by Laura Marie Feldkampen
thesis.catalog.ckey2194112en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Chris Bahn.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage70en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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