Date of Award
4-2014
Document Type
Thesis
Degree Name
Master of Education (MEd)
Department
Graduate Education
Abstract
Teachers using self-assessment in classrooms understand its vital role in a student’s ability to understand their own learning. The diversity of the student learners requires a diversity of assessment strategies. Specifically, in an inquiry-based science classroom, students must be able to identify their current skills and their areas of growth. The implementation of self-assessment strategies helps students to set goals and achieve them. The goal of the researcher in this study was to determine if self-assessment strategies are effective in the middle school science classroom and to determine if such strategies provide evidence supporting the growth of student achievement. Through a Solomon Four research design, the researcher found that self-assessment strategies when specifically taught and practiced in the classroom did impact student achievement scores.
Recommended Citation
Tanis, Stephanie, "Self-Assessment in the Middle School Science Classroom" (2014). Master of Education Program Theses. 47.
https://digitalcollections.dordt.edu/med_theses/47
Comments
Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education