Author

Julie Gross

Date of Award

5-2019

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This action research study investigated the effects of self-assessment on the growth and fixed mindsets of students. Twenty-six 6th grade students in a private school in northwest Iowa participated in the study. Each student took a pre-survey at the beginning of the study to determine whether they had a strong growth mindset, moderate growth mindset, moderate fixed mindset, or strong fixed mindset. Following the pre-survey, students participated in self-assessment experiences for nine weeks and an identical post-survey was given to determine if changes in mindset had occurred. In addition, nine students were interviewed at the conclusion of the study. Quantitative data showed little to no change in the growth and fixed mindsets of students. However, qualitative data showed that most students found value in the self-assessment activities as they developed greater ability to self-regulate their learning experiences which is consistent with growth mindset theory.

Comments

Action Research Thesis Submitted in the Partial Fulfillment Of the Requirements for the Degree of Master of Education

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