Date of Award
Master of Education (MEd)
Patricia C. Kornelis
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.
Gross, Julie, "Self-Assessment and the Growth Mindset of Middle School Students" (2019). Master of Education Program Theses. 132.