Honors Projects


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.


Adolescent Young Adult


Life Sciences and Earth Sciences Education

First Advisor

Andrew Layden

First Advisor Department

Physics and Astronomy

Second Advisor

John Farver

Second Advisor Department


Publication Date

Spring 4-23-2019