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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorVandehey, Amelia Margireeen
dc.date.accessioned2016-04-12T13:20:17Z
dc.date.available2016-04-12T13:20:17Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9298en
dc.description.abstractStudents in a flipped classroom environment use a variety of technology to access content information outside of the classroom and develop the skills while in the classroom with the teacher. Studies on new teaching methodologies are show that this classroom design promotes the student's ability to monitor their own progress and feel centered with their learning and not detached. My research reiterated common accounts of student classroom learning and unveiled important information about how well students understood how standards are aligned. The first implementation goal was to use a formative assessment to gather pre and posttest information for the teacher and student. The assessment is a professionally designed and aligned product that gives accurate information on where students are in the skills they have been assessed on. My goal was to see how well students would respond to using the assessment to gather information about their own learning, independent of a structured and timed assessment event. Results showed that the participant students (N=35) who took assessments and tutorials gained 1.6 years in science. Student levels averaged a science mastery of third grade and six months and after the treatment the students averaged at fifth grade and two months. Additional information related to student behaviors and attitudes on learning, assessments and curriculum were brought up through the course of working with the students.en
dc.language.isoenen_US
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshBlended learning.en
dc.subject.lcshEducation, Primary.en
dc.subject.lcshFlipped classroom.en
dc.titleHow formative assessment supports student centered learning in a flipped science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Amelia Margiree Vandehey.en
thesis.catalog.ckey2951965en
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); Eric Brunsell; Suzanna Soileau.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage32en
mus.data.thumbpage26en


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