Identifier

etd-07052010-214944

Degree

Master of Natural Sciences (MNS)

Department

Natural Sciences (Interdepartmental Program)

Document Type

Thesis

Abstract

Self-assessment can be defined as students judging their own work, based on evidence and explicit criteria, for the purpose of improving future performance. Many researchers agree that implementation of student self-assessment in the classroom is an important tool for improving academic performance and self-efficacy. In this thesis, I investigated the effects of student self-assessment on learning gains of 81 alternative high school Algebra I students. This study took place over the course of two units of instruction. Classes were divided into two groups. One group of students utilized rubrics to self-assess their own work for the first unit, while the other group did not. During the second unit, treatments for both groups were switched. Pretest and posttest data for both units was collected. Student learning gains under each treatment were compared using a paired t-test. Mean learning gains under both treatments were also examined using a two-sample t-test for comparing two population means. In all cases, no significant difference was found.

Date

2010

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Madden, James

DOI

10.31390/gradschool_theses.2946

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