Self-Assessment in the Middle School Science Classroom

Author

Stephanie Tanis

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.

Comments

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

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