Honors Projects

Abstract

This study focused on utilizing formative assessment to shape student understanding and teaching practices in a junior high science classroom. Students were given a pre-test as a method of formative assessment and their results on the pre-assessment before instruction were compared to their performance on a modified post-test. Students received direct instruction, completed an independent project, and responded to daily “bellringer” questions as a form of additional formative assessment before taking the post-test. Students showed marked improvement on the post-test as average scores increased from a 35.7 percent to a 94.4 percent.

Department

Adolescent Young Adult

Major

Life Sciences and Earth Sciences Education

First Advisor

Andrew Layden

First Advisor Department

Physics and Astronomy

Second Advisor

John Farver

Second Advisor Department

Geology

Publication Date

Spring 4-23-2019

Download

Share

COinS