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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorZaback, Staceyen
dc.date.accessioned2016-04-12T13:20:24Z
dc.date.available2016-04-12T13:20:24Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9301en
dc.description.abstractElementary students are often assessed by standards that they do not understand or have no vested interest in. Conversely, student involvement in the assessment process has been shown to increase metacognition and critical thinking skills. The main focus of this research project was to investigate the connection between student involvement in creating an assessment rubric for writing, and increased writing proficiency in compositions.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshPerformance standardsen
dc.subject.lcshWritingen
dc.subject.lcshEducation, Primaryen
dc.titleStudent collaboration on assessment of writing in preparation for the next generation science standardsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Stacey Zaback.en
thesis.catalog.ckey2951968en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Amber Kirkpatrick.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage55en
mus.relation.departmentIntercollege Programs for Science Education.en_US
mus.data.thumbpage19en


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