Date of Award
12-2014
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Amanda Perna
Department/School
Montessori Elementary Education
Abstract
Abstract The intent of this research was to create more authentic Montessori-based assessments for third grade math that aligned to the South Carolina State Standards and to meet the needs of data collection for our school and district. The research study took place in two lower elementary Montessori classrooms within a public Montessori school setting. Combined there were seventeen eight to nine year olds, with five males and twelve females. Each child came from different socioeconomic status and from diverse racial backgrounds, including African American, Caucasian, and East Indian. The five sources of data collection used in this research included: math portfolio, student feedback, parent feedback, colleague feedback, and a checklist of Common Core State Standards (CCSS) and materials. The results showed that students were able to better demonstrate mastery of CCSS through Montessori materials in comparison to district provided assessments. In conclusion, it is better to assess students on an individual, developmentally appropriate level and not just a summative assessment.
Recommended Citation
Calcutt, Zachary A. and Helms, Crystal L.. (2014). Finding the Balance with Student Assessments. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/89