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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorLord, Martha Comptonen
dc.date.accessioned2013-12-06T21:27:34Z
dc.date.available2013-12-06T21:27:34Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2810en
dc.description.abstractThe purpose of this Action Research project was to investigate the implications of implementing planned formative assessment in a high school classroom. This Action Research endeavor looked at seven teachers as they were trained and subsequently asked to utilize two Classroom Assessment Techniques in their individual classrooms and record information on their successes, failures and ideas. It was found that teachers were willing to implement new formative assessment techniques provided they took little time to prepare, implement and analyze. However, the information gathered from the formative assessments did not necessarily lead to a change in instructional technique. The project also showed that the level of engagement in the project was correlative with the number of relationships each teacher had with the individual leading the professional development.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshHigh school studentsen
dc.subject.lcshAction researchen
dc.subject.lcshEducationen
dc.titleImplications of planned formative assessment training in a science, math and humanities classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2013 by Martha Compton Lorden
thesis.catalog.ckey2235942en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Suzanna Soileauen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage54en
mus.relation.departmentMaster of Science in Science Education.en_US


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